1. Monday/
Wednesday
EWRT-001B Reading, Writing, and
Research
Homework
Week One
January 6
Introduction Identity: Essay #1 The
Narrative
Class 1
Presentation: Green Sheet; Syllabus;
Website
Lecture: Identity and social expectation
Discussion: What is Identity? When do
we "pass" as someone different from
ourselves?
In-class writing: How do we express
our own identities? How much do we
reveal about ourselves? How do we
decide?
Establish: Your Webpage or Username
Explore: The class webpage
Buy or Order: Your books
Post:#1 Finish in-class writing and post it.
Post #2: Write a paragraph or two describing a
time when you were unfairly judged on concrete
identity characteristics. OR
Write a paragraph or two describing a time when
you passed as someone or something you were not.
The passing can be either purposeful or
inadvertent.
Class 2
Presentation: Terms
Discussion: Personal Passing
Experience and Being judged by
Concrete Identifiers
Lecture: Essay #1: writing Strategies
for in-class essay #1: The Personal
Narrative
In-class writing: Basic Features:
dialogue, description, anecdote,
framing, outlining, significance
Post: #3 Finish in-class writing and post it: Basic
Features: dialogue, description, anecdote, framing,
outlining, significance
Studying: Terms
Presentation: Terms
Introduction to the QHQ
In-class writing exam 1: Narrative
Reading: Hughes: "Passing" and "Passing."
Studying: Terms
Post #4: QHQ: Either the poem or the short story.
Week Two
Jan 13
Class 3
Racial Passing: Essay #2 The Argument
Class 4
Presentation: Terms
Author Lecture: Langston Hughes
QHQ Discussion: Racial Passing:
"Passing" and "Passing"
Lecture: Writing a Directed Summary;
Paraphrasing Poetry
In-class writing: Directed Summary;
paraphrase
Reading: Kennedy "Racial Passing" Posted under
"Secondary Sources."
Post #5: Post directed summary of "Passing" and
paraphrase of "Passing."
Studying: Terms
Post #6: Discuss one story from Kennedy's article
that particularly spoke to you. How did it influence
you in your thinking about passing?
2. Week Three
January 20
MLK day
Class 5
Holiday No Class Meeting
Reading: Chesnutt "The Passing of Grandison"
Film Screeening: Racial Passing TBA Post #7: QHQ film
Author Lecture: Charles Chesnutt
Post #8: QHQ "Grandison"
Studying: Terms
Week Four
January 27
Class 6
Exam 1: Vocab and Terms
QHQ Discussion: Kennedy, "The
Passing of Grandison," Film.
Presentation: Introduction to Essay 2:
The Argument
In-Class Writing: Essay 2
Brainstorming
Reading: Hughes: "Who's Passing for Who?"
Post #9 QHQ "Who's Passing for Who?"
Think about Pickens’s statement and whether you
agree with it or not. Consider which texts you
might use to support your beliefs.
Discussion: Hughes: "Who's Passing for
Who?"
Presentation: Essay 2: The
Argument: Brainstorming with
FREECASH
In-Class Writing: Essay 2
Brainstorming
Author Lecture: Toni Morrison
Reading: Morrison: “Recitatif.”
Post #10: Write a paragraph defending "passing"
with at least three reasons. Write another paragraph
condemning passing using another three reasons.
Use evidence from our readings to defend your
reasons.
Post #11: QHQ "Recitatif"
Class 8
Presentation: Terms List 2
QHQ Discussion: "Recitatif"
Lecture: Thesis statements, outlining,
using evidence, introductions.
In-Class Writing: Essay #2
Reading: Begin Stone Butch Blues (1-65)
Post #12: Post Draft: Introduction, Thesis, Three
body paragraphs (with topic sentences, evidence,
and explanation)
Studying:Vocab/Terms
Class 9
Presentation: Terms
Lecture: Counterarguments,
Conclusions, MLA format; in-text
citations; works cited page.
In-class writing: Essay 2
Reading: Stone Butch Blues (66-130)
Post #13: Post best 250 words of your essay.
Bring three copies to our next meeting.
Studying:Vocab/Terms
Class 7
Week Five
February 3
3. Week Six
February 10
Finishing Essay #2
Sex/Gender/Orientation Passing: Essay #3
Reponse to literature
Class 10
Presentation: Terms
In-class writing: Global Revsion
Writing Workshop Essay 2
Author Lecture: Leslie Feinberg
Reading: Stone Butch Blues (131-195)
Post #14: Finish and post essay #2
Post #15: Choose a few lines from Stone Butch
Blues and explain how and why they stood out to
you. Be sure to post your quotation above your
response
Studying:Terms
Class 11
Edit Essay #2: Submit your essay electronically
before our next class by emailing a copy saved
Surface Revision: Essay #2
in MS word to palmorekim@fhda.edu
Discussion: QHQ: SBB
Reading: Stone Butch Blues (196-End)
In-class writing: Explore a moment
Post #16: Finish in-class writing;
when Jess intentionally passes. How
Post #17: Jess interacts with medical personnel in
does this experience change who ze is?
various ways throughout the novel. Explore an
How do you know? Then pick one when
experience Jess has with a medical professional.
ze unintentionally passes. Does this
Does her gender identity influence the treatment
affect hir in the same way? How do you
she receives or doesn’t receive? Include a
know?
quotation.
Studying: Terms
Week Seven
February 17
Washingtons BD Holiday
Class 12
Reading: and the Prompt for Essay #3 (find it on
the website)
Post #18: Choose ONE: Find and discuss a
moment Jess resists the larger social construct.
Essay #2 was due before class. If you
How and why does ze do it? How does it
did not submit your essay, please see
contribute to the person Jess ultimately becomes?
me after class.
Do you have evidence? or Find and write about
Presentation:Terms
an instance when Jess is forced to conform to the
In-class discussion/writing: The Game
dominant social paradigm. How does conforming
(or trying to conform) change hir? What is your
evidence?
Studying: Terms: Exam at next meeting
4. Week Eight
February 24
Finish Essay #3
The Trickster: Essay #4 Research Paper
Class 13
Exam 2: Terms
Presentation: Introduction to Essay #3
How to write a response to literature.
Discussion: Stone Butch Blues
In-class writing: thesis and outline;
topic sentences and paragraphs.
Reading: Begin M Butterfly
Post # 19: Finish and post in-class writing.
tentative thesis, body paragraphs (topic sentences
and evidence; quotations with explanations).
Class 14
Presentation: Terms list 3
Discussion: Essay #3
In-class writing: Essay #3 Directed
Summary, Counterargument, conclusion
Author Lecture: David Henry Hwang
Reading: M Butterfly
Finish in-class writing: Introduction,
Counterargument, and Conclusion
Post #20 Post your counter argument
Bring three complete copies of your draft to our
next meeting.
Week Nine
March 3
Class 15
Presentation: Terms
Peer Revision: You must have three
copies of your essay. If you do not,
you may leave now to print or copy
them.
Writing: Revise Essay 3: Submit your essay
electronically before our next class by emailing a
copy saved in MS word to palmorekim@fhda.edu
Studying: Vocab/terms for Exam
Reading: Hwang's M Butterfly
Reading: Helen Lock "Transformation of the
Trickster." A link to the article is posted on our
webpage.
Post # 22 QHQ M Butterfly: the Play
The Trickster: Essay #4 Research Paper
Class 16
Essay #3 Due
Presentation: Terms for Exam 3
Film Screening: TBA
Reading: Defining the Trickster: This is posted
under "Secondary Readings"
Post # 23 QHQ Film
Studying: Terms
5. Week Ten
March 10
Class 17
Reading: Review primary texts you might use in
your essay.
Post #24: Discuss one or more characters in terms
of one of the traits we discussed in class today. For
Exam 3: Terms
example, Jess Goldberg as a “shape shifter” or
Presentation: Introduction to Essay #4
“cultural hero”; Grandison as “intellectually
Discussion: M Butterfly: Film
weak”; or Song as “physically weak”; maybe even
"Defining the Trickster" and Locke:
the Iowans as “teachers.” Any of them might be
"Transformation of the Trickster."
discussed as “agents of change.” Or discuss
In-class writing: Evaluating Song as a
“Grandison,” “Recitatif,” and “Who’s Passing as
Trickster Character
Who” as Trickster tales in the African American
tradition.
Studying: Terms
Next Class: We will meet in Library Lobby for a
Class 18
Research for Essay #4 Find two or more articles
that will likely work as support for your essay. If
you are feeling benevolent, post the citation for
your article and add a few words about it so others
can decide if it might work for them.
Post #25: Library Project
Post #26: Identify two characters from our
reading who share a common trait or traits. How
are they alike? How might you use them to create a
single thesis that answers the essay 4 prompt?
Library workshop
Week Eleven
March 17th
Reverse/Refusing to Pass Essay #5
Class 19
Vocab Exam Re-take or Make-up
Presentation: Terms List #4
Discussion: Trickster Characters from
our reading
In-class writing: Essay 4: Outline and
thesis
Author Lecture: Sui Sin Far
Class 20
Reading: Research
Writing: Essay #4
Film Screening: Reverse Passing: TBA
Post #28 QHQ: Far or Film
Studying: Terms
Week Twelve
March 24
Finish Essay #4
Reading: Far “Leaves from the Mental Portfolio
of an Eurasian”
Post #27 Outline and thesis for Essay #4
Studying: terms
Reverse/Refusing to Pass Essay #5
6. Class 21
Class 22: Final
Regular class
starts 8:30 a.m.
Exam on
Thursday,
March 27: 7:009:00 a.m.
Presentation: Terms
Discussion: QHQ Far and Film
How and why does Far resist?What are
the social implications of her doing so?
Why do people reverse pass?
Assessing Blogging Responses
Discussion/Writing: Essay #4
Reading: Research
Writing: Finish your research paper! Submit
your essay electronically before the final by
emailing a copy saved in MS word to
palmorekim@fhda.edu
Evaluate your blogging responses. Submit your
evaluation electronically before our next class by
emailing a copy saved in MS word to
palmorekim@fhda.edu
Exam: Terms (Comprehensive)
In-Class Essay #5 (Refusing to
Pass/Reverse Passing)
Research Paper Essay #4 Due
NO MORE HOMEWORK FOR 1B!
Revision of essay 2 or 3 due
Self-evaluation of blogging responses
Due