College Writing Essay

Because story is used so pervasively to make arguments about how we should perceive the world around us and our place in it, we must learn to analyze what argument is being made in narrative, how it is being made, and most importantly, to assert our own response and counterargument about the issues at stake in a story. This semester, we will learn to analyze the form and content of story not only in terms of reading the argument the author advances through the organization of narrative components, but also in terms of how the medium a story is told through influences the shaping, message, and our reception of that story. In Narrative Across Media, you will acquire tools for analyzing narrative in multiple media and in multiple modalities. You will also look at critiques of each specific form of media and make your own argument about how story is shaped by medium, modality, and its narrative form. Finally, you will investigate whether translating narrative from one medium to another really do change the message of the story itself. Beginning with classical rhetorical ideas, you will analyze narrative in news media, in the short story, and in hybrid forms such as the graphic novel before moving into pop music compositions, looking at how narrative is communicated through the lyrics, video, and album art of a pop song. You will have the option of either writing a traditional research paper in print about narrative across media or composing your own work of media translation, and then will learn about the affordances and constraints of the power point frame before finishing with a group film analysis project. COURSE DESCRIPTION: College Writing 11011 This course focuses on themes and issues specifically relevant to the function and roles of narrative, the medium and the modalities it is conveyed through in society. Through the exploration of this course theme, students will develop critical reading, thinking, and writing skills. College Writing 11011 develops students’ reading, writing, and critical thinking skills by emphasizing multimodal reading and writing as critical and recursive processes. Writing is approached as a recursive process that includes prewriting strategies, drafting, revising, and editing. The course helps students recognize and read important themes articulated in multiple modalities within individual texts and between divergent texts, emphasizing that interpretation itself is a process both recursive and contestable, using the multiplicity of valid interpretations and a knowledge of the allowances of multiple modalities to throw into relief the student’s own processes of interpretation and the assumptions these are based on. This course uses works of sustained complexity which, when read together or against each other, bring into focus their different interpretive frameworks and their statements, sometimes agreeing, sometimes complicating the issues being investigated. Students will focus on a particular body of discourse in several short formal compositions, learning to incorporate research into their own contribution to the ongoing discourse, culminating in an extended piece of writing which ties together many of the key themes and issues investigated in the course. STUDENT LEARNING ACTIVITIES: Class- This is a working 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 day, but work time will primarily be spent in activities that involve writing/ composing, responding to writing/ composing, and revising. We will also devote work time daily to meetings one-on-one with the instructor, in groups of fellow students, or as a class 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 Discussions – Almost every class will involve an in-depth discussion of the assigned readings of the day and their relevance to the journal’s central theme of Narrative Across Media. Students who read the material, annotate it, and come to class with the daily reader-response completed as well as with questions about the ideas presented in the text not only enrich the class, they learn more and receive higher grades. Become an active learner! Assigned Readings – For each class, you will have a reading/reference selection assigned from the principal texts. These assignments will be designed to help you prepare the current assignment and to identify the location of specific references to which you can turn when you need help in any writing task. Apply the advice and information 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 State and in your later career. Develop 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 Writer’s Bookshelf. Freewrites – Freewriting is an in-class activity that provides a chance for you to exercise your writing skills. The rules are — there are none! The only thing you can do wrong is stop writing. The purpose is to get you into a writing mindset, to encourage fluency in getting words to paper. Freewrites will last about five minutes and may be ‘prompted’ at my discretion. Enjoy freewriting! You will find your most creative, insightful topic ideas during these freewriting sessions. Journal Entries/ Creative Writing – Because we meet only two times per week, you will be required to bring one 1-page journal entry to class per week on loose-leaf paper. These entries can be on the readings for class, montages of poetry and fiction, word-sketches of people you observe in the world around you, musings on how your life is at the moment, and so on. The purpose of weekly independent writing is to have 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 Papers – 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 similar 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 discussion of the themes related to the course. New York Times Article Analysis and Presentation – You will be required to sign up to analyze and lead a discussion 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 scheduled 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 available on VISTA. Extra Credit – You will be able to earn Extra Credit for the course in several ways. Introduce a News Article for Discussion–For extra credit, 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 have 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 â€Å"Fire in the Belly,† Lasn claims that culture has become toxic to the mental environment (84). However, I think that he is a little full of it. He offers little actual evidence to prove his points – for example, he claims A (30), and seems to think that stating B is â€Å"proof†! ) Translate a Narrative from One Medium to Another, or from One Mode to a Combination – you can take a class-appropriate narrative from any medium or modality and translate it into another medium or modality. This involves taking the central themes and ideas and representing them in another way. Also include a one page rationale explaining how changing the medium changed what could be said / how it could be said, as well as why you chose to change the work from its original form to the form of the translation. Supplemental Research on Course Topic – do supplementary 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 didn’t know how to use before, keeping a composer’s/learner’s 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/ related movie making composition tool. Many of these programs are expensive to buy, but can be downloaded on a trial basis for free. COURSE GRADES: Your course grade will be determined 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 Music Analysis (5-7 pg. ) 15 pts. III. Essay 3: Research Paper and Power-Point (5-8pg. , 5+ slide) 20 pts. IV. Essay 4:Film 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 Group Discussions of Assigned Readings &Responses.) 30 pts. Total Points Possible: 100 pts. Your Semester Grade will be based on the following percentage scale: A 100-90% B 89-80% C 79-70% D 69-60% F 59% and lower Attendance: Attend classes EVERY MWF, not whenever you feel the urge. Attendance is vital for group workshops. Should you miss class because of illness or other emergency, provide me with documentation 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 continue or withdraw/drop. Participation: Come to class prepared to discuss the reading and writing for the day and to participate in workshops. Weak participation (unwillingness to discuss readings & unwillingness to participate fully in workshopping peer papers) will lower your final grade. Learning 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. Plagiarism: Plagiarism may take many forms, some of which we will discuss in class. Protect yourself by becoming aware of Kent State University’s policy on academic honesty, and by meticulously documenting your papers when you quote, summarize, or paraphrase other sources. If I find you have plagiarized 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 e-mails in 24 hours usually, but not immediate – do not e-mail expecting immediate replies. This is why it is key to ask homework questions in class, and have the contact information for a couple of other people in the class to call for clarification or the assignment, if you’ve missed it. E-Mail Ettiquette: Use Subject Headings! Don’t be SPAM-Blocked! Use a subject heading for your e-mail clearly explaining what you are writing about. Use Appropriate Titles and Spell Names Correctly – In the e-mails to me or to your other instructors, use Netiquette – address me as â€Å"Professor Wagoner† – I do not go by â€Å"Ms, Mrs. , or Miss. † Set Up a Missed Class Lifeline: Do not e-mail the instructor for the assignment. Instead, call or e-mail a reliable fellow student from class to get the homework. -Also check VISTA’s Daily Assignments folder and the course schedule in the syllabus for paper deadlines. Check both places to be current on what is due in class. Where’s the Stapler? Papers must be stapled or paperclipped when you turn them in. I don’t provide staples or paperclips, so you need to be responsible for collating your own papers so that they don’t get mixed up in turn in piles. INCLEMENT WEATHER: You know, that Ohio thing with the gray sky and sleet. If  the weather 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 8:30 a. m. , class is not canceled and you should attend. If you commute from out of town 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 catch up with the syllabus. DISABILITY POLICY: In accordance with University Policy 33242-3-01. 3, if you have a documented disability and require accommodations to obtain equal access 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 Services (330-672-3391 or www. kent. edu/sas). ACADEMIC SUPPORT AREA: As your instructor, I invite you to share any concerns about any writing assignment with me. I also invite you to visit the Kent State University Writing Center, located on the fourth floor of the KSU Library. It can be a valuable resource for your writing development, and will facilitate writing at all stages 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 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 official registration deadline for this course is September 8, 2013. University policy requires all students to be officially registered in each class they are attending by the specified deadline (check with your advisors). Students who are not officially registered for a course by published 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 fixed 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 â€Å"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 instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services (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 plagiarism 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 plagiarism by students constitute a subversion of the goals of the institution, have no place in the university and are serious offenses to academic goals and objectives, as well as to the rights of fellow students. â€Å"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 person or group as one’s own; 6. Falsifying experimental data or information; 7. Having another person take one’s place for any academic performance without the specific knowledge and permission of the instructor; 8. Cooperating with another to do one or more of the above; 9. Using a substantial portion of a piece of work previously submitted for another course or program to meet the requirements of the present course or program without notifying the instructor to whom the work is presented; and 10. Presenting falsified information in order to postpone or avoid examinations, tests, quizzes, or other academic work. â€Å"Plagiarize† means to take and present as one’s own a material portion of the ideas or words of another or to present as one’s 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 nonverbal materials, including recordings of another without proper credit; and c. The presentation of work prepared by another in final or draft form as one’s own without citing the source, such as the use of purchased research papers. Academic 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 department chairperson and the student conduct office each time a sanction is imposed. Regional campus instructors shall notify the regional campus dean and the student conduct officer 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; or  2. Assign a grade of â€Å"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 â€Å"F† for the course in which the cheating or plagiarism took place; and/or; 4. Recommend to the department chair or regional campus dean that further action specified 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) Academic 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 instructor’s 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 soon 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 procedural 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 notification 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 student’s expense. (g) The instructor shall cooperate with academic and student conduct personnel in any appeal of the decision, 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 level 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 decision 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 Knowledge–By the end of their Tier I writing course, students should be able to recognize the elements that inform rhetorical situations. This understanding should enable them to produce texts that – o Have a clear purpose o Respond to the needs of intended audiences o Assume an appropriate stance o Adopt an appropriate voice, tone, style, and level of formality o Use appropriate conventions of format and structure †¢ Critical Thinking, Reading, and Writing–By the end of their Tier I writing course, students should be able to – o Use reading and writing for inquiry, learning, thinking, and communicating o Analyze relationships among writer, text, and audience in various kinds of texts. o Use various critical thinking strategies to analyze texts †¢ Knowledge of Composing Processes–By 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 quality †¢ Collaboration—By 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 responsibility for their own work †¢ Knowledge of Conventions—By the end of their Tier I writing course, students should be able to – o Employ 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 Environments—Developments in digital technology are expanding our understanding of â€Å"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, Integrity and Professional Accountability in classes on all campuses at Kent State University. In order to uphold the standards of academic intent and in accordance with the university’s 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/authorities 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 university’s commitment to Excellence, Honesty, Integrity, and Professional Accountability in the classes on all campuses at Kent State University. Printed Full Name: _______________________ Signature: ______________________________ Date: _______________ Initiated by the Members of the 2009 Student Advisory Council of the. College of Arts & Sciences. Awaiting University- wide approval. COLLEGE WRITING BIO – SHEET NAME MAJOR____________________________ CLASS YEARMINOR POINT of ORIGINCAMPUS HOME E-PORTFOLIO, BLOG, or WEBSITE E-MAIL ADDRESS What professional goals do you hope to work toward during 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 texts: What 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 favorite kinds of stories? What do you like about these stories – what makes them so appealing? (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 you’re working on solving, etc. ). COLLEGE WRITING 11011 FALL 2011 PROJECTS and READINGS SCHEDULE I. A Day Without Mediation – Week 1-Week 3 WK 1 – COURSE INTRO AUG 27- AUG 29PAPER I – PREWRITING T- COURSE INTRO. For TH, Turn in BIO-SHEET and ACADEMIC HONESTY SHEET (In the syllabus). READ and WRITE RESPONSE to – LASN â€Å"Culture Jam† PDF (BL), DAVIS â€Å"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 â€Å"Watching TV Makes You Smarter†(BL). TH- WRITE Draft I of â€Å"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 â€Å"Gift of the Magi† and Maupassant â€Å"The Necklace. † (C ) TH- For TUE, Revise and Complete 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 might be good for a deeper analysis. If they leave you with unanswered questions, that’s 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 â€Å"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 ANALYSIS 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 â€Å"Hands,† and Anderson â€Å"Form, not Plot† (C ). Music Workshop #3. WK 6 –Oct 1-3PAPER II – REVISING T- Atwood â€Å"Happy Endings,† & Cortazar â€Å"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 â€Å"The Yellow Wallpaper† (C ). TH- LIBRARY DAY MEETING – Meet on First Floor Computer Lab of Library. -Prepare RQA Report for Tuesday using research gathered today. -Will discuss and collect â€Å"The Yellow Wallpaper† RRs Monday also. WK 8 – Oct 15-17 PAPER III – DRAFTING T- RQA Report.