Peer Responses for AB

You know the basic guidelines for writing Peer Responses, but for this assignment, you have to approach commenting a little differently. Even if your classmate has done more than two commentaries, please focus only on the first two. Each commentary should have two equal length paragraphs, so you should comment on each one. Leave one comment on the first paragraph and two comments on the second paragraph, for a total of six comments over the two commentaries. When leaving comments, remember the requirements for the commentary paragraphs:
  1. The first paragraph should identify ONE idea in the source (some point the author makes) that pertains to your research question. Explain this idea as the author presents it using additional examples from the article.
  2. The second paragraph should explain how that idea points to an important factor that the debaters should consider. How does the author's idea help that group of people think more carefully about the question, without actually answering the question? What does this idea contribute to a discussion of the question you raised? Remember, the writer is not the debater and should not be trying to argue a position or answer the question.
As usual, in your 300-word letter to your peer, highlight 2-3 specific ways to improve the draft. Do not waste words simply pointing out what you liked.

AB Topic Workshop

Your Annotated Bibliography topic will include your finished research question and a 300-word explanation.

When you review your peers' AB topics, focus on these criteria:
  1. how they arrived at their question (personal significance, how they narrowed it down, etc.)

    Announce the research question between 1 and 2.

  2. why the question matters (not to them personally, but why it is significant to the target audience)
  3. what they expect/hope to find in their search for sources (they have to speculate about the factors they might discover).
    When you write your introduction for the rough draft AB, this third part will highlight what you ACTUALLY DID find in your sources.

Peer Responses for Paper 2

You know the basic guidelines for writing Peer Responses, but for this paper, I would like you to focus on quality of communication in your peers' essays. To do so, please identify sentences where the writer is too general instead of focusing on first-hand experience. When you revise your own essay later, general sentences must be removed from your paper and replaced with real details from your first-hand experience. Also, I would like you to look at the following specific spots of the paper to make sure the writer is effectively presenting the ideas:
  1. The first sentence of the paragraph(s) in the beginning: Does it generalize or does it give us specific information to help the audience start thinking right away?
  2. The thesis statement at the end of the beginning: Does make a claim ABOUT the first-hand experience, or just announce the general opinion of the writer?
  3. The first sentence of each stage paragraph (known as a topic sentence): The topic sentence must tell us the ONE point that the paragraph will discuss, not just be an event in a story.
  4. The first sentence of the ending paragaph: Even though the temptation to generalize wiil be strong at the end of the essay, make sure the writer starts off with a NEW idea that extends the previous discussion.

First Day

Welcome to your English 1101 course! I hope this semester will be both fun and challenging for you! Your professor's name is Dr. Matthew Horton (that's me!), but you can call him Dr. H. I have high hopes that this semester will help you improve your skills as a college-level writer!

Click on these icons and see what you can do! This course is about writing, sure, but it is also about using technology to help you discover new possibilities with writing. Writing's not all just about typing papers and turning them in. In fact, this course strives to be as PAPERLESS as possible! This might be a little scary for some of you, but I assure you, the skills you'll learn will be just as important as effective writing!

Also, go ahead and look through some of the most important resources on this course website:

Read the syllabus
Check the calendar
Learn how to use Google Drive

Additional resources are available by clicking the tabs across the top and various links in the right-hand margin. As much as you can, familiarize yourself with this course website. My contact info is in the right-hand margin at well, towards the top.

Check out these articles related to college and writing:

Office Hours
The Ivy League, Mental Illness, and the Meaning of Life
Spirit Guides
The Rise of the Helicopter Teacher
Why Teach English?
Inescapably, You're Judged By Your Language
The Perfect Essay
In College, Nurturing Matters
My Little Bag of Writing Tricks
Young Minds in Critical Condition
The Streamlined Life
The Value of College: It's Not Just Correlation
College, the Great Unleveler
Class, Cost and College


Description of Course
English 1101 is English Composition I, a 3-credit hour course offered by the English Department in the College of Arts and Letters that fulfills one of two Area A "Communication Skills" requirements. You must earn a "C" in English 1101 in order to move on to English 1102.

Summer 2015 Semester

Writing for Teacher, Writing for School, Writing for What?

Students entering First-Year Writing courses often feel intimidated by the composition tasks thrown their way, in part because the writing methods they practiced prior to college keep them trapped in a routine of “school writing” and uninspired thinking. Based on this idea and others from The Transition to College Writing, we will explore how writing can be learned, how writing might be taught, and the barriers to learning and teaching such a complex skill. Topics of discussion will include the overthrow of grading, some cures for self-censorship, the myth of “practice makes perfect,” and the unexpected benefits of messing up. To aid in our reflection on ways to learn and teach writing, students will use Google Drive to compose, and to share what they compose, in the paperless freedom of the cloud.

In this course, you can achieve the following goals:
  • Approach writing as a process of improvement
  • Discuss your thoughts about current issues that interest you
  • Develop a helpful writing process for yourself
  • Learn the parts of an essay to compose smart, lively papers
  • Gain confidence in communicating with an audience
  • Use Google Drive to produce, share, revise, and respond to digital documents, including your own.
  • Evaluate secondary sources on a recent issue of personal importance to you