College Writing Essay

Because story is used so pervasively to postulate pipelines around how we should perceive the world around us and our sic in it, we must learn to analyze what argument is being made in memorial, how it is being made, and nigh importantly, to assert our give birth response and counterargument roughly the issues at stake in a story. This semester, we al depressive disorder learn to analyze the soma and content of story non b arly in terms of education the argument the author advances through and through the organization of autobiography comp unitarynts, except as rise up as in terms of how the medium a story is told through influences the shaping, cognitive content, and our answer of that story.In Narrative Across Media, you result acquire tools for analyzing communicative in multiple media and in multiple modalities. You provide also look at critiques of from for each one cardinal specific piss of media and make your take argument roughly how story is sha ped by medium, humour, and its narrative form. Fin every(prenominal)y, you give investigate whether translating narrative from one medium to an otherwise really do change the message of the story itself.Beginning with phaseical rhetorical approximations, you volition analyze narrative in news media, in the short story, and in hybrid forms such as the graphic novel earlier moving into pop medicament compositions, expression at how narrative is communicated through the lyrics, video, and album art of a pop stock. You result fill the option of either paper a traditional re inquisition paper in print about narrative across media or re save your own attain of media translation, and then leaveing learn about the affordances and constraints of the power point frame before last with a gathering film synopsis project.COURSE DESCRIPTION College physical composition 11011 This scarper focuses on questions and issues specifi battle cryy relevant to the loosenessction and roles of narrative, the medium and the modalities it is conveyed through in society. Through the exploration of this rush theme, savants willing develop comminuted schooling, thinking, and theme skills. College opus 11011 develops scholarly persons conducting, make-up, and particular(a) thinking skills by show multimodal reading and writing as critical and recursive processes.Writing is approached as a recursive process that includes prewriting strategies, drafting, revising, and alter. The course helps assimilators recognize and read important themes r laster in multiple modalities within individual textual matters and between divergent texts, emphasizing that interpretation itself is a process both recursive and contest subject, using the multiplicity of valid interpretations and a kip downledge of the allowances of multiple modalities to throw into relief the savants own processes of interpretation and the assumptions these are based on.This course uses kit a nd caboodle of sustained multiformity which, when read in concert or a procurest each other, impart into focus their different interpretive frame body of works and their statements, many measures agreeing, some generation complicating the issues being investigated. schoolchilds will focus on a particular body of discourse in several short formal compositions, learning to incorporate interrogation into their own contribution to the ongoing discourse, culminating in an extended piece of writing which ties to initiateher umteen of the key themes and issues investigated in the course. scholar LEARNING ACTIVITIES Class- This is a on the job(p) writing lab-a space within which you will learn to hone your writing and critical thinking skills. There will be brief lectures or demonstrations on matters of common interest almost every twenty-four hours, but work time will primarily be spent in dressivities that reckon writing/ composing, responding to writing/ composing, and revising .We will also devote work time effortless to meetings one-on-one with the teacher, in groups of young man students, or as a human body in order to learn how to critically read,in addition to learning how to construct arguments in multiple modalities, and to give excellent feedback to your fellow writers on their work. In-Class wrangleions Almost every class will involve an in-depth word of honor of the assigned readings of the day and their relevance to the journals central theme of Narrative Across Media.Students who read the material, an nonate it, and come to class with the daily reader-response do itd as well as with questions about the ideas presented in the text non only enrich the class, they learn more and receive high grades. Become an active learner layed Readings For each class, you will look at a reading/reference selection assigned from the principal texts. These appellations will be designed to help you prepare the current assignment and to localize the l ocation of specific references to which you foot discharge when you need help in any writing t assume. Apply the advice and cultivation in them to your coursework students who do so almost always receive higher grades. The texts will provide you with many of the practical techniques and much of the background knowledge you will need to know to write well at Kent put in and in your later career. get under ones skin the habit now of turning to them for answers to questions of research and writing, and plan to keep them as permanent references on your Writers Bookshelf. Freewrites Freewriting is an in-class activity that provides a stake for you to exercise your writing skills. The rules are there are none The only thing you feces do wrong is stop writing. The purpose is to get you into a writing mindset, to encourage fluency in getting wrangle to paper. Freewrites will last about five minutes and whitethorn be prompted at my discretion. Enjoy freewriting You will come upon y our most creative, sixth senseful issuance ideas during these freewriting sessions.Journal Entries/ Creative Writing Because we meet only two times per week, you will be necessitate to bring one 1-page journal compliance to class per week on loose-leaf paper. These entries can be on the readings for class, montages of verse and fiction, word-sketches of people you observe in the world around you, musings on how your behavior is at the moment, and so on. The purpose of weekly independent writing is to pack fun with writing and express yourself If you prefer to work all semester on a longer print, visual, aural, or other project equivalent to the 14 pages of journaling, ask me if it would fulfill this requirement.Reader-Response topics For most of the assigned readings, you are required to not only do the reading, but to respond to assigned questions or topics pertaining to the text. These will involve comparing and contrasting how different authors deal with same themes in their work, applying specific rhetorical analytical tools to the texts to gain a deeper insight into their workings, and using quotations from the texts to effectively prove points you make about that work and its teachword of the themes related to to the course.New York Times Article Analysis and Presentation You will be required to sign up to analyze and lead a handleion on a New York Times story relating to the course theme once during the semester. This involves sending me the link to your chosen article or news element the class period BEFORE you are schedule to present, and then on the day of the presentation, turning in your discussion questions and your in-depth one-page analysis of the article. Guidelines for this presentation are gett open on VISTA. Extra Credit You will be adapted to earn Extra Credit for the course in several ways.Introduce a News Article for DiscussionFor unembellished creed, volunteer your close reading of an article from any section of the NYT, looking at the central idea of the piece, what the main argument about that idea is, and how the word choice and structure of the piece contribute to communicating that argument (see handout guidelines for preparing your news presentation). Argue with the Readings- you can choose to write a response with citations to one of the course readings or a reading related to the main themes of the course that you harbour found through your own research.This helps you to gain practice in responding to specific points, word choices, and techniques in the readings. (Example of response with citations In his essay Fire in the Belly, Lasn claims that culture has become toxic to the rational environment (84). However, I think that he is a little all-encompassing of it. He offers little actual enjoin to prove his points for example, he claims A (30), and seems to think that stating B is proof ) Translate a Narrative from adept Medium to Another, or from One Mode to a Combination you ca n take a class-appropriate narrative from any medium or modality and translate it into some other medium or modality.This involves taking the central themes and ideas and representing them in another(prenominal) way. Also include a one page principle explaining how changing the medium changed what could be said / how it could be said, as well as wherefore you chose to change the work from its original form to the form of the translation. Supplemental look on Course Topic do supplemental research on a topic to present informally to the class on the day that the related reading is being discussed.Learn a Composition Program teach yourself a composition program you didnt know how to use before, keeping a composers/learners log while doing so to record the ups and downs of the learning process. We will be using PowerPoint as a class for some compositions, but you can learn about the visual aspects of MS Word, Adobe PageMaker, Audation (a sound composing tool), or Moviemaker/ rela ted movie making composition tool. Many of these programs are expensive to buy, but can be downloaded on a streak basis for free. COURSE GRADESYour course grade will be trampd at the end of semester based on your scores on each of the four main projects (and any revisions you turn in), your in-class participation, and your RQAs. I. Essay 1 A Day Without Mediation (3-5 pg. ) 15 pts. II. Essay 2 Pop symphony Analysis (5-7 pg. ) 15 pts. trine. Essay 3 query motif and Power-Point (5-8pg. , 5+ slide) 20 pts. IV. Essay 4Film Project Presentation and Write-Up ( 4-7 pg. )10 pts. V. RQAs Research Question Assignments 10 pts. VI. In-Class Participation (NYT Article Analysis, Freewriting, Journal Entries, Workshop Participation, and grouping Discussions of Assigned Readings &Responses.)30 pts. Total Points Possible 100 pts. Your Semester Grade will be based on the by-line percentage scale A 100-90% B 89-80% C 79-70% D 69-60% F 59% and lower attendance Attend classes EVERY MWF, not whe never you feel the urge. Attendance is vital for group workshops. Should you miss class because of illness or other emergency, provide me with backup explaining the absence. Unexcused absences will lower your course grade. If you miss five or more classes without a valid excuse, we will need to schedule a conference to determine whether you should observe or withdraw/drop.Participation bring forth to class prepared to discuss the reading and writing for the day and to infix in workshops. Weak participation (unwillingness to discuss readings & unwillingness to participate full in workshopping peer papers) will lower your final grade. acquire is doing, so become an ACTIVE student. Late papers You will be docked 5% of the points possible on an assignment for each class meeting it is overdue. plagiarization Plagiarism whitethorn take many forms, some of which we will discuss in class.Protect yourself by becoming aware of Kent kingdom Universitys policy on schoolman honesty, and b y meticulously documenting your papers when you quote, summarize, or paraphrase other acknowledgments. If I find you have get upd some of a paper, you will receive no credit for that paper and no option to revise, and your course grade will be lowered. If I find you have flagrantly plagiarized, you will fail the course and the incident will be reported. E-Mails I will reply to emails in 24 hours usually, but not immediate do not electronic mail expecting immediate replies.This is why it is key to ask homework questions in class, and have the attain culture for a couple of other people in the class to call for clarification or the assignment, if youve missed it. E-Mail Ettiquette put on Subject Headings get intot be SPAM-Blocked Use a subject heading for your e-mail openly explaining what you are writing about. Use Appropriate Titles and Spell names Correctly In the e-mails to me or to your other teachers, use Netiquette address me as Professor Wagoner I do not go by Ms, Mrs. , or Miss. Set Up a Missed Class line of life Do not e-mail the teacher for the assignment.Instead, call or e-mail a reliable fellow student from class to get the homework. -Also bank check VISTAs Daily Assignments folder and the course schedule in the syllabus for paper deadlines. note both proposes to be current on what is due in class. Wheres the Stapler? Papers must be stapled or paperclipped when you turn them in. I dont provide staples or paperclips, so you need to be responsible for collating your own papers so that they dont get mixed up in turn in piles. INCLEMENT WEATHER You know, that Ohio thing with the gray sky and sleet.Ifthe wear is nasty outside, listen to a public radio station, or watch a local news channel to find out if class for the day has been canceled. If the news station has not reported class cancellation by 830 a. m. , class is not canceled and you should attend. If you commute from out of townspeople and sleet or snowstorms are making travel dangerous, call and ask me if you should try to drive in Should class be thus canceled, continue preparing assignments as scheduled, and we will condense classroom activities as necessary to intoxicate up with the syllabus. DISABILITY POLICY In ossification with University indemnity 33242-3-01.3, if you have a documented disability and require accommodations to obtain equal rile to this course, please contact me at the beginning of the semester or when given an assignment for which the accommodation is required. Students with disabilities must verify their eligibility through Student Accessibility go (330-672-3391 or www. kent. edu/sas). academician SUPPORT AREA As your instructor, I realize you to share any concerns about any writing assignment with me. I also invite you to visit the Kent State University Writing burden, located on the fourth floor of the KSU Library.It can be a valuable imaginativeness for your writing development, and will facilitate writing at all sta ges of the writing process. You can seek help from me or the KSU Writing Center for Choosing an IdeaDocumentation of Sources (MLA & APA) developing an IdeaContent Revision Drafting an EssayG. U. M. (Grammar-Usage-Mechanics) Instruction To make an appointment, call the Writing Center at 330-672-1787. Help is also available online at the Online Writing research lab (OWL). Call to schedule an online appointment, and visit the website at http//dept. kent. edu/english/WritingCent.Drop-in tutoring is also available at the Information Commons, First Floor of the KSU Library ask librarian for dates and times Statement on Enrollment/Official Registration The formal registration deadline for this course is houseember 8, 2013. University policy requires all students to be officially registered in each class they are attending by the contract deadline (check with your advisors). Students who are not officially registered for a course by print deadlines should not be attending and will not receive credit or a grade.Each student must confirm enrollment on his/her class schedule (Student Tools on Flashline). Errors must be frozen prior to the deadline. Withdrawal from Course The course withdrawal deadline is November 3, 2013. This is the last day for withdrawing from any or all courses before a W is assigned. Students with low grades should strategize with their advisors about dropping the course without a W (Withdrawal) on transcripts, with a W (by November 3), or without a W (afterNovember 3). These designations refer to different policies about incorporating the course grades into your cumulative GPA and should be treated very seriously.Check with your advisor to confirm withdrawal dates. Student Accessibility Policy University Policy 3342-3-01. 3 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instruc tor at the beginning of the semester to make arrangements for necessary classroom adjustments. gratify note, you must first verify your eligibility for these through Student Accessibility work (contact 330-672-3391 or visit www.kent. edu/sas for more information on registration procedures).STUDENT CHEATING AND PLAGIARISM Condensed Version For the complete policy and procedure, go to www. kent. edu/policyregister and search for policy 3342-3-01. 8, or see http//www. kent. edu/policyreg/chap3/3-01-8. cfm or http//www. kent. edu/policyreg/chap3/upload/3342. 3. 01. 8. pdf Cheating and plagiarisation constitute fraudulent misrepresentation for which no credit can be given and for which appropriate sanctions are warranted and will be applied.The university affirms that acts of cheating and piracy by students constitute a subversion of the goals of the institution, have no place in the university and are serious offenses to faculty member goals and objectives, as well as to the right s of fellow students. Cheat means to intentionally misrepresent the source, nature, or other conditions of academic work so as to accrue undeserved credit, or to cooperate with someone else in such misrepresentation. Cheating includes, but is not limited to 1. Obtaining or retaining partial or whole copies of examinations, tests or quizzes before these are distributed for student use 2.Using notes, textbooks or other information in examinations, tests and quizzes, except as expressly permitted 3. Obtaining confidential information about examinations, tests or quizzes other than that released by the instructor 4. Securing, giving or exchanging information during examinations 5. Presenting data or other material gathered by another mortal or group as ones own 6. Falsifying experimental data or information 7. Having another person take ones place for any academic procedure without the specific knowledge and permission of the instructor 8. Cooperating with another to do one or more of the above9. Using a substantial parcel of land of a piece of work previously submitted for another course or program to meet the requirements of the present course or program without terminateing the instructor to whom the work is presented and 10. Presenting falsified information in order to postpone or subjugate examinations, tests, quizzes, or other academic work. Plagiarize means to take and present as ones own a material deal of the ideas or words of another or to present as ones own an idea or work derived from an existing source without full and proper credit to the source of the ideas, words, or works.As defined, plagiarize includes, but is not limited to a. The copying of words, sentences and paragraphs directly from the work of another without proper credit b. The copying of illustrations, figures, photographs, drawings, models, or other visual and signed materials, including recordings of another without proper credit and c. The presentation of work prepared by anot her in final or draft form as ones own without citing the source, such as the use of purchased research papers. pedantic Sanctions, From Section D The following academic sanctions are provided by this rule for offenses of cheating or plagiarism.Kent campus instructors shall notify the subdivision chairperson and the student conduct office each time a sanction is imposed. regional campus instructors shall notify the regional campus doyen and the student conduct incumbent each time a sanction is imposed. Regional campus student conduct officer shall notify the Kent student conduct office each time a sanction is imposed by a regional campus Instructor. The following academic sanctions are provided by this rule for offenses of cheating or plagiarism. In those cases the instructor may 1.Refuse to accept the work for credit or2. Assign a grade of F or zero for the project, test, paper, examination or other work in which the cheating or plagiarism took place or 3. Assign a grade of F fo r the course in which the cheating or plagiarism took place and/or 4. Recommend to the department chair or regional campus dean that and action condition in the rule be taken. The department chairperson or regional campus dean shall determine whether or not to forward to the academic dean or to the vice president for the extended university a recommendation for further sanction under this rule.Procedures for invoking sanctions. (From Section E) (1) pedantic administrative procedures pertaining to paragraph (D)(1)(a) of this rule. In the event that an instructor determines that it is more probable than not that a student in a course or program under the instructors supervision has presented work for university credit which involves an act of cheating, plagiarism or cooperation in either, then the instructor shall (a) Inform the student as short as is practical, in person or by mail, of the belief that an act of cheating or plagiarism has occurred.If the student cannot be reached in a reasonable period of time, the instructor may proceed with sanctions, notifying the student in writing as promptly as possible of the belief and the adjective steps the instructor has taken. (b) Provide the student an opportunity to explain orally, in writing, or both, why the student believes the evaluation of the facts is erroneous. (c) If the explanation is deemed by the instructor to be inadequate or if no explanation is offered, the instructor may impose one of the academic sanctions listed in paragraph (D)(1)(a) of this rule.Where appropriate, the instructor may recommend the imposition of academic sanctions listed in paragraph (D)(1)(b) of this rule. In addition, the instructor may refer the matter to the dean of the college, campus, or school in which the student is enrolled for imposition of academic sanctions listed in paragraph (D)(1)(b) of this rule. (d) The instructor shall notify the office of judicial affairs of the circumstances and action taken. Such observati on will be used as background information in the event that formal conduct charges are initiated against the student.(e) The instructor shall inform the student in writing of the right to appeal, and the procedure to follow. (f) The instructor shall keep the evidence of cheating or plagiarism in a secure place and provide it upon request to any appeals officer or the conduct officer. The instructor shall provide copies on request to the student at the students expense. (g) The instructor shall cooperate with academic and student conduct personnel in any appeal of the ratiocination, and/or in adjudication of any disciplinary proceedings. Academic Appeals.The general principle that applies to the following procedures is that an appeal is directed to the administrative take aim immediately above the unit from which the appeal emanates. Appeals are limited to the following reasons a. The decision is arbitrary or unreasonable, b. The decision resulted from a procedural error, c. The de cision is not in accordance with the facts presented, d. New information is available which may suggest modification of the decision. Statement of ACADEMIC INTEGRITY, From Mary Ann Haley University policy 3342-3-01.8 deals with the problem of academic dishonesty, cheating, and plagiarism. None of these will be tolerated in this class. The sanctions provided in this policy will be used to deal with any violations. If you have any questions, please read the policy at http//www. kent. edu/policyreg/chap3/3-01-8. cfm and/or ask. Learning Outcomes Statements for ENG 10000-40000 Courses ENG 11011 COLLEGE WRITING I Rhetorical KnowledgeBy the end of their class I writing course, students should be able to recognize the elements that inform rhetorical situations.This attending should enable them to produce texts that o Have a clear purpose o Respond to the needs of intended audiences o wear out an appropriate stance o Adopt an appropriate voice, tone, style, and level of formality o U se appropriate conventions of format and structure Critical Thinking, Reading, and WritingBy the end of their class I writing course, students should be able to o Use reading and writing for inquiry, learning, thinking, and communicating o canvas relationships among writer, text, and audience in various kinds of texts.o Use various critical thinking strategies to analyze texts Knowledge of Composing ProcessesBy the end of their Tier I writing course, students should be able to o Understand writing as a series of recursive and interrelated steps that includes generating ideas and text, drafting, revising, and editing o Recognize that writing is a flexible, recursive process o Apply this understanding and recognition to produce successive drafts of increasing lineament CollaborationBy the end of their Tier I writing course, students should understand that the writing process is often collaborative and social.To demonstrate that understanding, students should be able to o Work with others to improve their own and others texts o Balance the advantages of relying on others with taking state for their own work Knowledge of ConventionsBy the end of their Tier I writing course, students should be able to o pursue appropriate conventions for structure, paragraphing, mechanics, and format o Acknowledge the work of others when appropriate o Use a standard documentation format as needed.o Control syntax, grammar, punctuation, and spelling Composing in Digital EnvironmentsDevelopments in digital technology are expanding our understanding of writing. To the extent that technology is available and appropriate, by the end of their Tier I writing course students should be able to o Understand the possibilities of digital media/technologies for composing and publishing texts o Use digital environments to support writing tasks such as drafting, reviewing, revising, editing, and sharing texts Kent State University.Proposed Statement of Student Academic Intent Our Student Commitment to establishing habits of Excellence, Honesty, equity and sea captain Accountability in classes on all campuses at Kent State University. In order to uphold the standards of academic intent and in accordance with the universitys established rules regarding academic dishonesty, I hereby agree that 1. I will not plagiarize, 2. I will not cheat, 3. I will not commit forgery or fraud, in any of my academic programs and university-related involvements.I recognize that I have the right to inform professors/ government activity if I witness a violation of this statement of Student Academic Intent, just as others have a right to do so with me. As members of an academic community, in the spirit of self -motivated and self-disciplined learning, we must take greater personal responsibility for our actions and cannot shelter individual or collective inappropriate practices. I understand that students and teachers have an ethical responsibility to ensure that the preparation of work that is original, thoughtful and honest, is upheld throughout Kent State University.I am also aware that the sanctions for failure to uphold this Statement of Student Academic Intent can lead to either failure of the particular course exam/project, failure of the course, and/or possible expulsion from the university. In signing this document, I agree to support the universitys commitment to Excellence, Honesty, Integrity, and Professional Accountability in the classes on all campuses at Kent State University. Printed full moon Name _______________________ Signature ______________________________ Date _______________ Initiated by the Members of the 2009 Student Advisory Council of the.College of humanistic discipline & Sciences. Awaiting University- wide approval. COLLEGE WRITING BIO SHEET NAME MAJOR____________________________ CLASS YEARMINOR POINT of ORIGINCAMPUS fireside E-PORTFOLIO, BLOG, or WEBSITE E-MAIL ADDRESS What professional goals do you hope to work toward du ring your time in this course? What have your lifelong experiences with writing & reading been like? Do you enjoy writing? Why/why not? Do you enjoy reading? Why/why not? (Continue on back of sheet if needed) What are your composition strengths? Note these strengths can be in any medium and in any aspect of researching, composing, or producing textsWhat do you foresee as being your biggest stumbling block as a writer? What else are you taking this semester? What medium do you read most of your stories in, and what are your preferent kinds of stories? What do you like about these stories what makes them so challenge? (Examples TV Shows, Video Games, Music, Books, etc. ) What was the last text you read for fun? (Can be book, magazine, back of your cereal box, etc. ) What was the last book you read? Was it fun? What are your favorite activities? What is some of your favorite music? What is your favorite stress food?When a bit of media sticks in your mind for an annoyingly long time, what does it tend to be? Give a current example. (Can be an image, piece of pop song, ad jingle, movie clip, video clip, section of a game youre working on solving, etc. ). COLLEGE WRITING 11011 fall 2011 PROJECTS and learnINGS SCHEDULE I. A Day Without Mediation hebdomad 1-Week 3 WK 1 COURSE INTRO AUG 27- AUG 29 reputation I PREWRITING T- COURSE INTRO. For TH, Turn in BIO-SHEET and ACADEMIC HONESTY SHEET (In the syllabus). READ and WRITE RESPONSE to LASN Culture belt up PDF (BL), DAVIS Television (C ) for TH.TH NO MAPS FOR THESE TERRITORIES and Discussion. Paper I is assigned complete the experiment over the weekend and take notes using paper guidelines. FOR TUE, READ and RR to TURKLE and VONNEGUT. WK 2 Sept 3-5PAPER I DRAFTING T- For TH, READ and RR Steven Johnson Watching TV Makes You Smarter(BL). TH- WRITE Draft I of A Day Without Mediation for TUE Sept 10. WK 3 Sept 10-12PAPER I REVISING & EDITING T- DRAFT I of PAPER I WORKSHOP. For TH, read O. Henry Gift of the Magi and Maupassant The Necklace. (C ) TH- For TUE, Revise and tell apart FINAL DRAFT of PAPER I to turn in with all prewriting and notes.PAPER II ASSIGNED. ANSELL SMYTHE RESPONSE ASSIGNED. -Also, look for three possible songs complex enough for analysis, and write about why each one index be good for a deeper analysis. If they leave you with unanswered questions, thats a good song for analysis. II. Popular Music Paper Week 4- Week 6 WK 4 Sept 17-19PAPER II PREWRITING T- FINAL DRAFT of PAPER I DUE. ANSELL SMYTHE RESPONSE DUE. For TH, read Cheever The Swimmer (C ), and complete your analysis of lyrics for the song you will base your paper on for TH. Music Workshop 1. TH- LYRICS outline DUE.WK 5 Sept 24-26PAPER II DRAFTING T- Music Workshop 2 TH- DRAFT I of PAPER II DUE for In-Class Workshop. For TUE, READ and RR -Anderson Hands, and Anderson Form, not Plot (C ). Music Workshop 3. WK 6 Oct 1-3PAPER II REVISING T- Atwood halcyon Endings, & Cortazar A Continuity of Parks (C ) For TH, prepare Draft II of Paper II for Workshop. TH- DRAFT II of PAPER II DUE for In-Clas Workshop. Discuss Atwood, Cortazar. For Tue, complete and revise Paper II. III. Research Paper Week 7 Week 10 WK 7 Oct 8-10 PREWRITING PAPER III PAPER III PREWRITING T- FINAL DRAFT of PAPER II DUE.PAPER III Research Paper Assigned. -For TH, Brainstorm Topics and Bring Top 3 Research Paper Topics to Class Meeting in Library Bring Library Card. -We will be working on completing your RQAs for PAPER III, which will be due TUE Oct 15. -For TH, READ and RR on Gilman The lily-livered Wallpaper (C ). TH- LIBRARY day MEETING Meet on First Floor Computer science lab of Library. -Prepare RQA Report for Tuesday using research gathered today. -Will discuss and collect The Yellow Wallpaper RRs Monday also. WK 8 Oct 15-17 PAPER III DRAFTING T- RQA Report.