“People like poetry like people like music: nobody doesn’t. If some think they don’t, they just haven’t listened to the right thing.”
–Richard Kenney, UW professor and poet
Did you know that April is National Poetry Month? You Are Never Where You Are, the 2010-11 UW Common Book, is a collection of poems designed to celebrate creativity, individual voices, and language. This month, the UW Common Book and campus partners bring you a slew of poetic opportunities. From major events with national poets like “Poetry: From Pulitzer to Performance” to a film series and Seattle’s first installment of the acclaimed Encyclopedia Show, you’ll find your verse-based tune–maybe its rhythm will even be in iambic pentameter.
Celebrate imagination, voice, and persistence this April.
Celebrate National Poetry Month.
Note: This email highlights a few National Poetry Month events at the UW. To learn about the planned film series and other opportunities, like the UW Common Book on Facebook.
A great way to use an e.g. paper to work on organization and transitions!
- Print out several copies of an e.g. paper of your choice and cut it up by paragraph.
- Students organize into groups and each group gets a complete cut-up paper.
- Groups spend about 15 minutes putting the paper back together, making notes as they go explaining their choices. What organizational clues are they finding?
- Discuss the Intro/Conclusion
- What should an Intro do? What kind is this? (Acts Of Inquiry pg. 247)
- What should a Conclusion do? What kind is this? (Acts of Inquiry pg. 265)
- Discuss the order of the main paragraphs. Identify the following:
- Minor claims for the paragraph
- How that claim is developed: what kind of evidence is used?
- Map out a reverse outline on the board, considering relationships between minor claims
If you have more time:
- Groups can work on coming up with alternate organizations and discuss advantages and disadvantages of each
- Students can spend some time outlining an upcoming major paper using new skills
- Consider using an e.g. paper that resembles one of your major assignments. My students were working on a comparative rhetorical analysis, so I used “Persuasion for a Better Cause” by 2006-2007 winner Ashley Thoreson.
- I’ve found this assignment can be scaffolded in throughout the quarter. Early on, it serves as an introduction to thinking about organization. Later on, it allows you to address surface-level concerns like transition phrases or the known-new clause.
- You can modify this activity with your own papers! Find a partner and exchange cut-up drafts. Then, try to put each other’s papers back together. Take a look at where you agree/disagree about organization and discuss:
- What transitional cues are missing in my paper that confused my partner?
- What alternate organizations were suggested by this activity? Would rearranging my argument make it more effective?
2009-10 i.e. Winner: “‘Cinderella’: An Excerpt From Bedtime Stories with Holden Caulfield” by Sarah Montgomery
“I’ve had quite a few opportunities to lose my virginity and all, but I’ve never got around to it yet. Something always happens” (Salinger 120). For instance, a couple summers ago there was a girl I liked quite a lot. She was my neighbor, but I hadn’t really spent time with her before that summer. She was always off with her father vacationing. She’s one of those girls that are always off doing something.
So we finally got to talking. She told me how her father had passed away. On a goddam yacht and all. And he wasn’t even that old. That wasn’t even the bad part though. She’d already lost her mother, and her step-mom and stepsisters were practically witches. They kept her locked up all day and made her do all the chores. She broke down right in front of me.
The editorial committee of e.g., UW’s online journal of 100-level writing, is pleased to announce the winning essays for 2009-10:
Paige Edmiston, “The Tell Tale Word: The Role of Authorship in Literary Analysis”
Jessica Oscoy, “The Irony of Higher Education”
And our i.e. winner for 2009-10:
Sarah Montgomery, “‘Cinderella’: An Excerpt From Bedtime Stories with Holden Caulfield”
Selections for the journal were made by members of e.g. editorial committee. All members present at editorial committee meetings offer an opinion on which essays should be selected for publication, except in cases where an editor happens to be the instructor of one of the student submitters. In this case, the editor does not read, evaluate, or offer an opinion/vote on work submitted by his or her former student.
The e.g. editorial committee found the above works to be an exemplary piece of 100-level writing demonstrating excellence in claim and communication and proficiency in the Expository Writing Program’s outcomes.
Boys and Girls Club Mission – “To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.” To provide “hope and opportunity” to these members of the organization.
Cussing, interruptions, and impatience were some of the challenges I was faced with during my volunteer work at the Boys and Girls Club in North Seattle. Most of the members were Black, Hispanic, and Pacific Islander. They came from lower class families, and I noticed that they had trouble learning and focusing. I took an interest in observing the staff because they had great patience for the kids, and they also had unique teaching skills that I wanted to learn. When members would misbehave, Elayna, one of the staff members, would tell them, “would you rather go pick up garbage or help me wash the dishes?” The kids quickly chose the option to help and did not even talk back to her. I realized they had great respect for her, something I had not yet gained from members. I struggled to help the kids with their homework. I would receive an occasional “I don’t need your help” or “that’s not the way my teacher does it.” Eventually, I began helping the quieter kids, since I knew they probably would not bad mouth me. Even though I did not know what to expect when I started volunteering, I knew from the beginning I was going to learn and listen. I would only help when needed, mainly because I did not know the group’s culture or even if they wanted my help. The staff had a unique leadership style, something I did not have, and I realized how much they cared about the kids. If they did not care, they would not be working at the club because it is not an easy task to handle students that are always interrupting and cussing at each other. Even though I feel that I did not change anyone’s life, I offered a helping hand, even if it was just to wash dishes so the staff, could have more time with the members. I gained a great admiration for the staff and I believe they taught me more than I taught them. I see that they are passionate about the BGC mission, and they want to see these students be successful and reach their full potential. Education is their top priority.
Drunkard. Drug addict. Depressed. Dark. Disturbed. What do all of these words have in common? They are all words that feed the enigma of poet and author Edgar Allan Poe. These words influence readers to love Poe or hate him; to be fascinated or repulsed by him; to be drawn to him or to dismiss him as nothing more than the gloom and doom those words represent. Poe is an author whose infamous character at times overshadows the notoriety of his works, and as such his works are often viewed in the context of his mythology and the bias that creates. This begs the question: Should Poe’s character be a factor in evaluating his works? As with many things, it is important to find a balance. It is essential that any evaluation of Poe’s works includes both an analysis from the perspective of the author and an analysis of the works as a separate entity.
From the Outgoing Chair
As the outgoing e.g. committee chair, first of all I’d like to say how excited I am about the direction e.g. is going. With not just one but three new committee chairs, I know a lot of exciting things are going to happen with e.g. in the near future, building both on past successes and not-so-successes. Speaking of past successes, one of the benefits of being a committee chair is that I get to work with a committee, and these past two years have really made me appreciate the work that committees can do. And the e.g. committee is a really dedicated group!
Beyond the committee, however, I’d like to briefly acknowledge the wonderful work students have submitted. As e.g. committee chair, I was able to engage directly and indirectly with the students who submitted essays, and I have been impressed not only by the quality of their writing, but also by their desire to see their work reach a larger audience. Therein lies the importance of e.g.: helping students get their exemplary writing to a wider audience, and helping a wider audience see exemplary writing from UW first-year writers. It’s been great to be chairing that effort, and I look forward to the continued growth and development of e.g.
From the Incoming Chairs
As the new co-chairs of e.g., we would like to welcome everyone back for another productive year. We have some exciting new changes on the horizon, including an Awards Ceremony and a new subset of e.g. (called i.e.) which will award writing in different genres. This year the Submission Selection and Awards Ceremony are taking place during fall quarter so as to enhance e.g.’s year-round commitment to excellence in writing at the 100-level. To that end, we look forward to a year of reviewing new submissions, working alongside undergraduate writers, and sharing a variety of distinguished pieces of writing with the wider academic community. As always, we are open to and enthusiastic about suggestions for improvement, so feel free to contact us with any new ideas, comments, or questions as we collectively strive to make e.g. an even more useful and relevant resource for both undergraduate students and their instructors.
Ashley, Alice, and Dave
It’s National Punctuation Day!
The e.g. submission deadline has been extended! Submissions for the 2009-2010 academic year are currently being accepted until the end of September 2010! For details about how to submit a 100-level essay (written during the 2009-10 school year), please go here: https://depts.washington.edu/egonline/?page_id=18. If you have further questions, please email egonline @ uw.edu.
Greetings, ENGL 131 instructors past and present!
This summer, the Libraries are working on providing more coordinated support for ENGL 131 Teaching Assistants by collaborating with ENGL 131 instructors and the Expository Writing Program on ENGL 131 research assignments and tying Libraries teaching and learning goals with the EWP course outcomes. In order to determine your needs, we would appreciate it if you could please fill out this short survey for ENGL 131 instructors: https://catalysttools.washington.edu/webq/survey/hornbya/103502
The survey asks you to respond to a few brief questions and to upload your ENGL 131 research assignment(s) to a Catalyst drop box space. Your survey response will be invaluable as we coordinate with EWP to plan strategic Libraries workshops, online tools and more designed to support your students. Please respond to the survey by Friday, June 25th.
Feel free contact me if you have any questions. Thank you in advance for your time!
- 2011-2012 i.e. Winner: “The impact of tangible evidence” by Rebecca Eskildsen
- 2011-2012 Winner: “A Virtual Exchange of Basketball Culture” by Ameen Tabatabai
- Read-Around Groups
- Rhetorical Peer Review
- 2010-11 i.e. Winner: “That’s So Ghetto!” by Pat Origenes
- January 2013
- October 2012
- March 2012
- February 2012
- May 2011
- April 2011
- March 2011
- November 2010
- September 2010
- August 2010
- June 2010
- May 2010
- April 2010
- April 2009
- May 2008
- February 2007
- September 2005
- July 2004
- July 2003
- Department of English @ UW
- Expository Writing Program (EWP) @ UW
- Odegaard Writing & Research Center (OWRC)
- University of Washington Libraries