Drafting the DLE & Finding News Sources


We will spend the bulk of our time today drafting the DLE, but I’d like to take a few minutes to follow up on a conversation we began last time: beginning to follow the news (so you can think on possible research questions for later this term.)

Let’s try to build, here, a list of websites and/or apps that look interesting and useful to you, so that you’ll have lots to try out. Take a few minutes to run some searches, and post your finds as a comment on this post.

As we move forward, I’ll also be asking you, from time to time, to share the headlines/issues that caught your interest lately.

For next time:

  • Review your work on the DLE. Develop and post (to Blackboard) a revision plan before class time Tuesday.
  • Make an effort to follow the headlines (and follow up on stories than intrigue you.) I’d like us to get in the habit of spending the first few minutes of classes talking about the issues that have caught our attention. (I’ll also be curious to hear what apps and sites you are using, and what you think of them!)

Intros (8.25.15)

Our goal today is introductions, to….

the course website:

  • Note: this is NOT a private site. (It is not private, because I want you to have the experience of considering and writing for REAL audiences–both our class and those incidental readers who may find our site. We will, soon, set up profiles for you so that you can comfortably comment on and post to this site, as you’ll be required to do from time to time.)
  • Question: shall we set up a class Twitter hashtag? Verdict: Yes! We’re using #Pioneer1013.

the syllabus:

  • In small groups, please explore the assigned section of the syllabus. Be prepared to summarize this to the class.

your colleagues:

  • Your first writing project this term requires that you conduct field research in the form of an interview. Let’s start practicing that skill now!
  • In small groups (no more than 3) generate a list of possible interview questions. (Remember: your purpose is to get to know your colleagues, and begin to get comfortable discussing issues with them.) Be ready to share your ideas with the class, and we’ll compile a list for you to use.
  • Interview your partner, and introduce them to the class! Here’s some questions to work with:
    • What made you choose your major?
    • What do you think is the most important public issue in today’s socieity?
    • What is the most important private issue for you today?
    • How stressed are you, from 1-10?
    • If you had a warning label, what would it say?
    • How long could you nap right now? Are you a fussy sleeper? how?
    • How were your first two days of college?
    • Where do you think you’ll spend more time this semester? Fitness and Rec or library?
    • What’s on your mind right now?

our theme/s:

  • How do you think other generations regard your generation’s awareness of and involvement in current affairs?
  • What do you read? Where do you get your news?
  • What headlines stand out in your (recent) memory regarding gender? race and/or culture? politics?
  • Why is it important for us to engage in analysis of, and writing related to, these issues?


  • READ the syllabus. (There may be a quiz next class.) (Yes, really.) Get your books. (Here’s info on the one you’ll need to download.)
  • Begin the Diagnostic Learning Experience. In Blackboard, you will find two readings for the DLE. Read them carefully, and complete the annotation worksheet. Post this worksheet to Blackboard before class on Thursday. (In Thursday’s class, you will use these readings and your annotation to draft an essay.)

Hello, and welcome!

My name is Dr. Dundee Lackey. I am the instructor for ENG 1013.25 (which meets Tu/Th from 1:00 to 2:20 in PH 104.) I am excited to get started with the fall term, and hope that you are, too!

About our class:

In this section of ENG 1013, you will deepen your research, reading, and writing skills while exploring research questions of your own. You will be asked to develop research questions related to current issues in the USA, focusing on gender, race and/or culture, and politics. (We’ll focus on each in turn, as we move through three major writing assignments.)

These are huge topic areas, with plenty of room for each of you to find something that interests/concerns you enough to sustain your interest throughout each writing project. (You may even choose one singular focus and trace it through our three topic areas.) We will explore together and find possibilities that interest you and relate to the communities that matter most to you, exploring the issues and the rhetorical structure of the debates, and examining our own habits and assumptions, and then using these texts and discussions to construct well-written and defended texts of your own.

While “ripped from the headlines” will serve as our theme, and readings on gender, race and/or culture, and politics will often be the subjects of our conversations, these issues are NOT what the class is really “about.” Our theme and our shared readings give us something shared to talk about while we work on the real subjects of the class: writing and improving the critical thinking and information literacy skills that will enable you to research, read and write more effectively. These are time-consuming processes—be prepared to work a bit on your composition projects (reading, research, writing) most days this term. You will get out of this class what you put into it.

Get your books!

The following textbooks are required components of this class and the entire First-Year Composition sequence, including ENG 1003, ENG 1013, and ENG 1023. You must have the St. Martin’s Guide by the second week of class to keep from falling too far behind. You may purchase your textbook at the TWU Bookstore, at KB Books (across from Lowry Hall), or Voertman’s (111 E University, or on Hickory near UNT).

  • Axelrod, Rise B., and Charles R. Cooper. The St. Martin’s Guide to Writing. 10th ISBN-13: 978-1-4576-5415-2.
  • Axelrod, Rise B., and Charles R. Cooper. Sticks & Stones and Other Student Essays. 8th (Note: This small text should come with the above textbook for free if you order using the above ISBN number or buy it through the bookstore.)
  • Texas Woman’s University. First-Year Composition Essay Reader. Here’s info on downloading it. It will cost $1.99.

You will also need access to the following:

  • flash drive, Pioneer network storage, or internet cloud service (i.e. Dropbox.com, Google Docs, Icloud.com) for keeping copies of drafts
  • internet access outside of class (for accessing Blackboard and other links I provide for the class)
  • Pioneer Portal (for email purposes)
  • Blackboard (for supplemental handouts and materials)

Our first task:

We will begin and end this term with the Diagnostic and Capstone Learning Experiences (These count as 5% each, for a total of 10% of your final course grade). This is a chance to practice a very common task in academic writing: an analysis of conflicting sources. Credit for the two Learning Experiences is based on how fully you prepare for each step in the task and participate in class. We will be collecting your completed responses and studying them to learn how effectively the writing program is instilling these skills. Accordingly, what you write for these exercises may help us determine what to emphasize in future classes. We will spend most of our time in the first two weeks of class engaged in the DLE.


Now that the basic information is out of the way, explore the rest of this site! This website is intended to help you succeed in ENG 1013. Each week, sometimes more frequently, I’ll add another post to this front page, highlighting a task, topic, or resource of value in your work, so you’ll want to visit this site frequently, making use of the schedule to stay on track and the blog/discussion and resources pages to continue your work and learning outside the boundaries of our class room. Take some time to familiarize yourself–do at least the following before our next class. (And don’t forget to complete stage 1 of the DLE!)

  • READ THE SYLLABUS. This is a kind of contract between you and I: you should know what policies and procedures it contains. (In fact, there may be a quiz on this subject. It’s that important.)
  • The resources page will link you to information that will help you with your research and writing projects, and college life generally. You will also find there links to each assignment sheet (as they are released), as well as to resources specific to that assignment. You can return to the front, or “home” page, of our WordPress site at any time by clicking the image in the top left corner. Go have a look.
  • Check out the schedule page to see what readings and homework you should have done for our next class, and to see what we’ll do in that day’s class.
    • The schedule is always subject to change. I may modify portions of this calendar of assignments to adjust to issues in the classroom, your learning needs, availability of resources, changes in university or department policy, or other pedagogical reasons. When changes occur they will be announced on our blog, and changed on this page. Initially, the latter weeks of this schedule will show only major project due dates. I will map out the details as we go, always keeping the schedule a couple of weeks “ahead of us” so that you can read ahead and budget your time as needed.
    • If you are ever absent, be sure to check the plans page to see what you missed!
  • Please note: this WordPress site is linked to from Blackboard for your convenience; however, it lives on the web, publicly, and not behind the locked doors of Blackboard. Please remember that any posts you make here are on a PUBLIC site. Don’t post any information you don’t want available on the world wide web! (You may use a pseudonym on this site if you wish. When posts become required, I’ll talk through this choice with you all and help you get set up.)

I look forward to learning with you!