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Ms. Vilhotti, Instructor  



Unit Two: introduction to writing, research, and rhetoric

Unit Two Tool Kit:

Project A: Comparison of popular and academic sources

  • Project A assignment sheet: comparison of popular and academic sources
  • Academic source: search Google Scholar database through the NCSU library for "Doubly Bound: The Impact of Gender and Race on the Politics of Black Women " by Claudine Gay and Katherine Tate.
  • Popular source: search either the Lexis Nexis Academic or Proquest Newspapers databases for Gloria Steinem's Op-Ed piece "Women are Never Front Runners"
  • Block outline template
  • point-by-point outline template
  • Thesis Statement (ThS) & Topic Sentence (TS) Handout
  • Little reminders for your draft of Project A
  • Project A peer review sheet (HTML version)
  • Verbal peer conferencing groups
  • Project A rubric (HTML version)

Project B: Credibility Analysis in the Natural Sciences

Week Two: Janurary 14th - 18th
Jan 17th Thurs

Begin Project A: Comparison of Popular and Academic Sources

Class cancelled due to weather.

Home work: turn your summary of each paragraph of each source into one-half of the "dual-entry journal" format

Jan 18 th Fri

Project A: Broad differences & differences in use of evidence

Jigsaw activity: groups sort through the major differences between the two texts regarding structure, reference, language, and evidence.

Home work: go through the right side (the "response" side) of each paragraph in the dual-entry journal. Continue to fill in your thoughts on uses of evidence for each source type, particularly as regards the differences between the two source types.

Week Three: January 21st - January 25th
Jan 21st Mon

Martin Luther King Jr. Holiday ~ University Closed


Jan 22nd Tue

Project A: Detailed sentence outline workshop

  1. Free-write: First, pull up and review the dual entry journal you have been working on for each text. Pay special attention to thoughts you have captured regarding structure, reference, language, and evidence-- in other words, the right hand side. Highlight or mark in bold the points on the right hand side that you particularly like. Now, for the next 5 minutes, freewrite on these questions. Please be as detailed as possible:
  • What are the major differences between Text A (popular) and Text B (academic) regarding conventions of structure?
  • What are the major differences between Text A (popular) and Text B (academic) regarding conventions of reference?
  • What are the major differences between Text A (popular) and Text B (academic) regarding conventions of language?
  • What are the major differences between Text A (popular) and Text B (academic) regarding the use of evidence?
  1. Create a thesis statement from the above freewrite. Highlight or mark in bold the key words or phrases from your freewrite. To the best of your ability, capture the major differences between Text A and Text B in 1-4 sentences. This may serve as your thesis statement.
  2. Anticipate the differences between Block and Point-by-point organization.
  3. Open the block and point-by-point outline templates.
  4. Chose one style and begin filling in information to the best of your ability. Use the ideas generated from your dual-entry journaling. It's OK to skip around and leave sections blank for now. I will circulate to help you out.


  1. Detailed sentence outline due Thursday; topic sentences for each paragraph must at least be identified in full sentences and supporting details listed.
  2. Please highlight or mark in bold your thesis statement, topic sentences for each paragraph, and the topic sentence(s) for your conclusion.
Jan 23rd Wed  
Jan 24 th Thurs

Project A: Drafting Workshop

Project A: detailed sentence outline due

  • Revise thesis statements (ThS) & topic sentences (TS): use the ThS & TS handout
  • Silent, sustained drafting for 30 minutes

Home work: complete rough draft

Jan 25th Fri

Project A: Whole class peer review

  • Email drafts to 2 other peers in your 3-person revision group (peer group list here)
  • Whole class peer revision activity
  • Refer to the handouts above in the "Unit 2 toolkit" as directed

Project A: rough draft due


  1. read each peers' drafts. Fill out a peer review sheet for each draft. The two sheets together count as one quiz grade.
  2. Optional: try to make an appointment at the writing lab!
Week Four: January 28th - February 1st
Jan 28th Mon

Last add day

Project A: Verbal peer conferencing

  • Project A trouble shooting

Home work:

  1. Read Project B Assignment Sheet
  2. Answer the 4 "Interpreting the Assignment" questions under the UNC Writing Lab's Handout, "Understanding Assignments"

Jan 29th Tue

Project B: Rhetorical Analysis of source 1 for Project B

Home work:

  1. Read "The Greenhouse Effect" by Helen Caldicott (K&S, pgs. 490-502) and
    "Greenhouse Earth" (K&S, pgs. 502-513).
  2. Do a brief (1/2 page) dual entry journal for each in which you summarize the main points on the left and on the right analyze the stylistic elements that lend credibility to each source's argument.
Jan 30th Wed

Project A due: full portfolio submission by 3:00 PM

Please submit the following documents IN RTF or WORD 2000 format via email attachment (dvilhotti@gmail.com):

  1. Your final draft (with a MLA-style works cited page included)
  2. Your rough draft
  3. Your outline
  4. Your dual-entry journal

Also, just in case an attachment does not open, please copy the text of your final draft and paste it into the body of the email. This way, if your attachment does not open, you will not be docked the late penalty (1/3rd a letter grade).

Finally, please bring in a hard copy of your final draft tomorrow just in case "your email bounces back," etc., etc.

Jan 31st Thurs

Project B: Research day & analysis of K&S "Greenhouse" articles

  • Research day: select articles & work on prospectus together in class
  • Project B Sample Prospectus (HTML verson)


  1. Write up a 1/3 page prospectus for your assignment: sources chosen as a listed in MLA bibliographic entry, a 3-4 sentence summary of each, a prediction of which source may be the more credible. **If you email this to me by 4:00 PM & I "OK" it by 9:00 PM, you are excused from Friday's class!**


Feb 1st Fri

Project B: Research day

  • Your prospectus must be signed off on by instructor in order to leave class

Homework: Complete a brief dual-entry journal for each of your chosen sources (1-2 pages each)

Week Five: February 4th - February 8th
Feb 4th Mon

Project B: Whole class practice rhetorical analysis of K&S "Greenhouse" essays; outline workshop

  • Points to consider in conducting your credibility analysis: an activity & framework for Project B (HTML version)
  • Handbook of rhetorical terms to use in Project B

Homework: create an outline for Project B (Block or point by point) : worth one quiz grade

Feb 5th Tue

Project B: Outline due

Conferences on Monday & Tuesday for Project B

Feb 6th Wed Unit Three
Feb 7th Thurs

Project B: Rough draft due

Email drafts to peer review groups

Student-created rubric activity


  1. Keeping the rubric you helped create today in mind, go through your two peers' drafts and make substantive (significant & meaningful) revision and editing comments via the commenting feature in Word or just by inserting comments in another color, bold, etc.
  2. Make an appointment at the writing lab if you can or go to drop in hours!
  3. Final drafts due TUESDAY (you are granted a 1 day extention) via email, before 9:00 am


Feb 8th Fri

Review student-created rubric

Student-created rubric for project B (HTML version)

Peer-review due


  1. Reflect on your peer's comments on your paper. Grade yourself along the criteria in the student-created rubric above. Based on revelations from the two components above, create an ANNOTATED REVISED draft of your paper. This means that you turn on the track changes feature in Microsoft Reviewer and make substantive (meaningful) additions, changes, and revisions. The new text you create should show up underlined & in a different color. Next, use the commenting feature (the folder icon) to describe and explain the changes you made: what did you change? why did you change it? what inspired you to make that change (a peer's comment? a handout I recommended? a trip to the writing lab?) This is worth a quiz grade; the more you comment on your process, the better your grade will be.
  2. Here are student samples of annotated revised drafts: Student Sample 1 ; Student Sample 2
Feb 11th Mon

Verbal peer review; Focus on sentence-level concerns

Annotated revised draft due; worth one quiz grade; see above for explanation

Feb 12th Tue

Learning from Graded Project A

Final draft Project B due via email before 9:00 AM.

Reviewing Model Student Papers: Paper 1, Paper 2, Paper 3

Error Analysis Logs: Explanation, Template (HTML version)


  1. Complete your error analysis logs for extra credit. (Optional: up to +5 points on Project A if you do an excellent job; i.e. 2 full pages- see student examples)
  2. Read in K & S pp. 111-133. Take Cornell Notes. Open notes quiz on Thursday.
End of Unit Two; go to Unit Three