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In a writing course, the course schedule goes through multiple updates and changes. So, while the FYWP does not require a full schedule to be published with the syllabus, information must be included about when, where and how often students will receive updates. Some instructors publish the schedule in installments, while others provide a full schedule and then regularly update it on their course wiki or Blackboard websites. At the minimum, instructors must provide students with the due dates for the four major assignments required in the course. See the examples below for how instructors can advise students on how they will be informed about changes to the course schedule.
EXAMPLE #1
Course Schedule
The schedule will be published in four segments, one at the end of each of the four essay assignment sheets that you will receive this semester. This process helps me avoid multiple revisions of the schedule and enables me to address most efficiently your learning needs as the semester progresses. You will receive the first assignment sheet during our next meeting, Monday, September 9.
EXAMPLE #2
I will provide you with a calendar for each essay unit as we go through this semester. Below is our schedule for the first unit. The dates and assignments are always subject to change, so please be sure to make note of the announcements I make in class to be sure that your work is done on time. You are responsible for keeping up with the work assigned on this calendar, whether or not you are present for class. Please see my policy on late work.
CALENDAR FOR UNIT ONE, CAMPUS CULTURE
Thur 9/5: Introduction to Course & Writing Sample
Tue 9/10: Review Handbook & Reading Culture
Read: University of Massachusetts Lowell pp.7-46
Write: Response #1
Thur 9/12: Campus Sub-Cultures
Read: University of Massachusetts Lowell pp.47-88
Write: Response #2
Tue 9/17: Paper One Topic Due, Culture Rubric, & Cultural Literacy Narratives
Read: University of Massachusetts Lowell pp.89-127
Write: Response #3
Thur 9/19: Cultural Literacy Narratives
Read: In Reading Culture, Gloria Naylor’s “Kiswana Browne,” Marjane Satrapi’s “The Veil,” Jamaica Kincaid’s “Columbus in Chains,” and George Orwell’s “Shooting an Elephant”
Write: Response #4
Tue 9/24: Draft Workshop
Read: Workshop papers
Write: Workshop responses and handbook Exercises TBD
Thur 9/26: Peer Review
Write: Rough Draft Paper One (Paper One Portfolio due 10/2)
EXAMPLE #3
This is a plan for how the course will be paced. Readings are due–read in full–on the day on which they are listed.
I fully expect to make changes to these dates, so please make sure you pay careful attention to the instructions I give in class. I will give you any major alteration of due dates in writing as the semester progresses.
9/5 Introduction to the course. Writing samples. HW: Read syllabus thoroughly and write down any questions.
Read Chapters 1-3 of University of Massachusetts Lowell (UML) taking notes as discussed.
9/10 Discussion of essay topics based on the text and drafting process basics. Discuss your ideas, review essay structure basics, goals for the essay, the grading rubric. HW: Read Short Bedford Reader (BR) pages 45-52, 58-67, and 72-95, taking notes and thinking about viable essay topics.
9/12 Discuss the readings toward developing your essay. Work on strong thesis statements. HW: Read BR,pages 8- 19, and outline essay #1, due 9/17.
9/17 Review the revision process, how to use comments, how to use your handbook. HW: Draft essay #1, due
9/19. Read handbook section C-3, pages 17-22, and bring handbook to class on Tuesday.
9/19 Essay self-assessment and peer assessment. Discuss revision strategies. HW: Read BR, pages 115-134
and 160-172. Make notes and prepare to discuss.
9/24 Discuss readings, essay #2 assignment. HW: Revise essay #1, Due 10/1.
9/26 Discuss readings and essay #2 topics. HW: Read UML, Chapters 5-1- 5 . Begin planning for essay #2,
due 10/7.
10/1 Continue to discuss readings and planning for essay #2. HW: Draft essay #2, due 10/7.
(And the schedule might continue for the full semester in this fashion, or continue on with less detail provided for later assignments, with a note that the details will be handed out in class, posted on the wiki or Blackboard, etc.)
