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Before doing anything else, please attach a link to this Padlet to the Classroom page. 

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Before doing anything else, please attach a link to this Padlet to the Classroom page. 

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When you're done, comment "done."

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Connect the reading to your mini-doc topic, theme, or community focus. Write 3–5 sentences OR create a brainstorm map, audio note, or bulleted list.

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Connect the reading to your mini-doc topic, theme, or community focus. Write 3–5 sentences OR create a brainstorm map, audio note, or bulleted list.

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Step 1. Begin by restating the writer's project in your own words. Don't consult the text at this point; work instead from your memory and understanding of what its author was trying to do. Keep this to a paragraph or two.  

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Step 1. Begin by restating the writer's project in your own words. Don't consult the text at this point; work instead from your memory and understanding of what its author was trying to do. Keep this to a paragraph or two.  

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Joseph Harris, author of Rewriting: How to Do Things with Texts, asserts "[there] is no such thing as a completely accurate and objective summary, a view from nowhere. All readings are interested..." and, thus, "you can strive to be fair and self-reflective...to represent the work of another, to translate the language, ideas of a text into words of your own" (Harris 16). He also warns that "there are many writers who don't so much argue for a single claim or position as think through a complex set of texts and problems," and suggests "the question to ask is: What is the writer trying to do in this text? What is his or her project? A project is usually something far more complex than a main idea, since it refers not to a single concept but to a plan of work, to a set of ideas and questions that a writer 'throws forward'" (Harris 17). Put differently, "[to] define the project of a writer is thus to push beyond his text, to hazard a view about not only what someone has said but also what he was trying to accomplish by saying it" (Harris 17).

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Daily Labor Log (Self-Reported Progress)Use this column to track the work you do both in class and at home throughout the week. This is your record of the time, attention, and effort you’re putting into reading, annotating, and thinking through your Coming to Terms response.

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Daily Labor Log (Self-Reported Progress)Use this column to track the work you do both in class and at home throughout the week. This is your record of the time, attention, and effort you’re putting into reading, annotating, and thinking through your Coming to Terms response.

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Each day, add a short entry that includes:

Date and whether you worked in class or at home

What you worked on (reading, annotating, writing, reviewing a section, reflecting, etc.)

Time spent

Any brief notes on how it went (Was it challenging? What did you figure out? What are you still wrestling with?)

Honesty matters more than perfection. This is a record of your intellectual effort, not just your output by the end of this week.

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As a final step, write 2–3 thoughtful questions that you hope a group presenter would address if they were presenting on your chosen text. These can express confusion, curiosity, or connections to class themes.

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As a final step, write 2–3 thoughtful questions that you hope a group presenter would address if they were presenting on your chosen text. These can express confusion, curiosity, or connections to class themes.

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Identify and define at least three key terms or concepts the author uses to build their argument. Focus on how the author uses these terms in context. Define them in your own words. To deepen your understanding, add visuals or analogies (like memes, images, or diagrams) that help explain what each term means and how it works in the text.

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Identify and define at least three key terms or concepts the author uses to build their argument. Focus on how the author uses these terms in context. Define them in your own words. To deepen your understanding, add visuals or analogies (like memes, images, or diagrams) that help explain what each term means and how it works in the text.

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Step 2: After you've written your summary, return to the text and identify three key quotes that you believe best capture the writer’s project—moments that helped shape your understanding or stand out as central to their purpose.  Then, briefly describe the writer's aims, methods, and materials.

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Step 2: After you've written your summary, return to the text and identify three key quotes that you believe best capture the writer’s project—moments that helped shape your understanding or stand out as central to their purpose.  Then, briefly describe the writer's aims, methods, and materials.

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Type each quote accurately and post as separate comments. Cite each one correctly.

Another way to understand a writer's project is to ask the following:

Aims: What is a writer trying to achieve? What position does he or she want to argue? What issues or problems does he or she explore?

Methods: How does a writer relate examples to ideas? How does he or she connect one claim to the next, build a sense of continuity and flow?

Materials: Where does the writer go for examples and evidence? What [kind of] texts are cited and discussed? What experiences or events are described?

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What does the text do or "see well"? What does it stumble over or miss completely?  Where are you stuck, confused, or skeptical? 

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What does the text do or "see well"? What does it stumble over or miss completely?  Where are you stuck, confused, or skeptical? 