Project 1 Tips


Rhetoric/ Rhetorical Situation (TWW):

-Why did we read these pages?

Understanding key points in how to write; significance comes in to play in order to know how to rhetorically analyze. This will be applied to the article you will be reading.


Genre: Category; types; community (writers, designers, filmmakers, authors).

*page xiv in The Wayne Writer gives a great definition of genre.

Engaging work of a community; it’s what and who you’re appealing to. Recurs with a specific community in mind; community could be a group, audience, group, subgroup. Also provides limitations (not always negative). You know what your audience expects.

Situation/Scene: Page 7 of chapter 1 of The Wayne Writer. Where are you reading? What is the appeal? Is it a scholarly article? Consider exigence, constraints, and audience. Be sure to know the definitions of these terms; feel free to ask Corey or me if you are having troubles putting these words into your own.

Scene: Communication among people with shared objectives; what is your objective, specifically that for Project 1? What are your expectations?

Some things to keep in mind while reading the article:

Scene: What’s the environment? (Online; article) The Atlantic, specific space for conversation. Level of language or expectations? What do we know about The Atlantic.

Exigence: The “why” question…why was the article written? What’s the problem? Who’s the problem with? What is the author responding to?

Genre: specific type of article; informative, community. Specifically how was it written?

Audience: Students, teachers, etc. Who might it specifically be aiming at? Participants in the learning community….who are these participants? Administration? Faculty? Staff?


Constraints: What do the authors take into consideration? Is it sensitivity? Controversy? Can these constraints be opportunities? Source use (who are they quoting)? What were some of the examples they brought in, or chose to exclude?


Project 1:

-As you write your paper, constantly ask the question “Why?” “Why am I writing this paper?” “Why did the author choose to write what they did, how they did it?”

-Write down your thoughts on a piece of paper if anything comes to mind when you are not physically writing your paper. You’d be surprised at how the slightest things can jog your memory (specifically about your paper). If you write it down, you’re more likely to remember the scene in which you wrote it before, and it comes in handy as good ammo for your paper.

-Reflect, reflect, reflect; from the little notes in class to the big picture of the paper. When one reflects and thinks about his or her thinking, thoughts become clearer, which leads to a more coherent paper.


*As always, I am here to help! Please feel free to ask me any questions throughout your writing process; I want to see everyone succeed!


Project 3 In Class Minutes 11/4/14

Based on Today’s discussion, many students are still developing ideas in what they want to propose. Here are some helpful tips:

-Choose a DC that your entire group can relate to

-Make sure it is interesting to all members

-Start off with a conversation, and see what sparks your attention

-Make sure it’s realistic (as written on the board “manageable/doable”)

-You are allowed to expand your grounds beyond the University

-Find connections between members’ majors

-Ask your peer mentors to discuss ideas and organize your thoughts:) (our emails are on the Peer Mentoring page)

-Consider ideas that will build on and potentially expand pre-existing ideas/programs/schools/etc.

-Consider implementing new ideas in your DC

-Find what motivates (or upsets) you in a DC and fix it with your proposal. It is important that you can identify the problem that you are solving. This will make it a much more “doable” situation.

-Consider a problem beyond undergraduate studies as a preparatory for what you’ll be expecting in your field. This will help you for ENG 3010 if you plan on taking it.

-Read the assignment thoroughly

Reflection 4

     So far our group has a pretty solid start on our ideas for Project 3.  We are trying to bring the “Day at State” program from Michigan State University to Wayne State. 

Some questions I have for my group:

Are we going to need interviews for the evaluation? I am not quite sure just research will cut it when taking living versus commuting into consideration (demographics, etc.).

Are we still considering the ideas from Freshman Quests? I know we wanted to originally incorporate the entire trip in the “Day in the Life of a Warrior” but am not sure how the whole thing would work.

Some questions for the evaluation essay:

Are we getting too far ahead of ourselves by presenting a solution to the problem? As I recall from class we are supposed to state which problem we are addressing—not sure if presenting a solution is too far.

How do we go about formatting this proposal? I know we are sort of meshing the evaluation and proposal all into one paper, but am not sure how…I’m assuming it is in the form of an essay after reading the example in class today.  

Annotated Bibliography (Sharon, Carly, Hunter, Zahra)


Wayne State University Office of Housing & Residential Life. Wayne State University, 2013. Web. 28 Oct. 2013.

Summary: According to Wayne States Housing and Residential Life website living on campus offers students who live on campus countless of opportunities. Living on campus provides students and easy five minute walk to classes, community experiences in the residence halls, and the “college experience”. Students have the option to live in either the Deroy, Ghafari, Atchison, Towers, or University Tower residence Halls. Within these halls students have the option to live in either, single, double, triple, suit style, or apartment style rooms. The housing department also requires students who live on campus to have a meal plan. The meal plans range from 10 meals a week to unlimited meals a week. The meal plans also come with warrior dollars that can be spent on any food items that are not covered by the meal exchange.

Application: This website will be useful when writing our Project 3 because it provides us all the information in regards to living on campus and all that it offers. It will also allow us to draw a good parallel to the opportunities offered to a commuting student, which will in turn give us an indication on who is offered better chances of success as a Wayne State University student.

“Guest Housing & References.” Wayne State University Office of Housing & Residential Life. Wayne State University, 2013. Web. 28 Oct. 2013.

Summary: Wayne State offers guest housing to residents relatives, and for conferences. Guest housing is located in the DeRoy Apartments and in University Towers.  How it works is individuals can reserve bedroom guest’s apartments for either, a night, a week, or monthly basis. In order, to rent a DeRoy one bedroom apartment $70 daily rate, $434 weekly rate and $1470 monthly rate or to rent a DeRoy and University Tower Two Bedroom Apartments its $75 daily rate, $465 weekly rate and $1575 monthly rate. To reserve one of these rooms you would have to contact Chris Bowen at Also every room is completely furnished with kitchen equipment, bathroom fixtures, and bedroom and living room essentials. They only additional cost is laundry which is $1.50 for a wash cycle and $1.25 for a dry cycle.

Application: This website would be helpful because it layouts how Wayne State guest housing works. It also describes what possibilities we could change, for instance, the cost of the guest housing and the experiences the people receive. We could also adjust where the people can stay ,for instance, we can open the guest housing to more than just relatives and it more residence halls than just DeRoy or University Towers.

“Student Hosted Day/Overnight Visits.” Michigan State University Board of Trustees. Michigan State University Office of Admissions. Michigan State University, 2013. Web. 28 Oct. 2013.

On this website, there is information about making a reservation at Michigan State University’s Day at State. The Day at State is an event that MSU has for high school juniors and seniors which is an opportunity for students to experience dorm life and many more at MSU for a day or an overnight stay. The dates in which this event occurs are October 7 – November 22, 2013 and January 27 – April 11, 2014 (no visits February 28 – March 10). A student must call The Day at State office (their number is listed at the end of the page) to reserve a spot for this event. If a student decides he/she wants to attend this event he/she has to reserve their spot at least two weeks in advance and also pay a 30 dollar nonrefundable fee. Guests and parents that accompany their son or daughter are responsible for their activities and accommodations for the day or overnight stay. When a student reserves their spot and gets a spot, he/she is assigned to an undergraduate student that will accompany him/her through the wonderful Day at State journey which includes campus tours, attending classes, eating in the residence halls, visiting the bookstore, attending student group meetings and many more.

Application: This will give us a great way to compare the way Wayne State University allows students to experience college life to the way Michigan State University does it. We are looking at adopting this Day at State event at Wayne State so that students do not feel overwhelmed with the transition from high school to college. This will give students at WSU an opportunity to experience what campus life is all about and how they feel about whether or not they want to commute or live on campus. The cost of the Day at State event is really affordable which makes it easier for students to want to attend an event like this. The fact that a student gets to experience this with an undergraduate student that already attends the university makes it feel more realistic as to what to expect and how to interact with people. This Day at State event will be our ultimate comparison when it comes to proposing something similar to this at Wayne State University.

“Freshman Quests.” Wayne State University College of Education. Wayne State University, 2013. Web. 28 Oct. 2013.

On the Freshman Quest website the author tells about what exactly the Quest is and what will happen once the students get there. The goal of the Quests are to create friends with other incoming freshmen and to introduce them to some campus staff members, all before even making it to move in day. The other goal is to have discussions about what to expect once they make it to college and how to create leadership and study skills. “3 day, 2 night outdoor adventure trips for cohort groups of up to 14 incoming freshmen. The Quests are designed for students to create a network of  friends who share a unique, common experience to support each other throughout their college career.” In addition to all of that the students who attend will also receive credit hours for the trip and can count this as a class. There is also enrollment and contact information available on the page.

Application: This is relevant to what we need in our paper because we want to incorporate some of the ideas behind Freshmen Quest into our proposal and also possibly combine them by adding a camping trip to either the end or the beginning of our overnight proposal.

Wayne State University Dean of Students Office. n.p., n.d. Web. 28 Oct. 2013.

The Dean of Students website has several pages on student organizations, funding, Greek Life, and much more.  It has all the latest campus events and lists several volunteer opportunities for these events and around campus itself. On the “Start an Organization” page there is an application available for students to fill out in order to start a new club or campus organization.  On the “Apply for Funding” page students fill out an application that allows for the Dean of Students to fund an event, a week-long series of events, or conference attendance (the reason for funding must first match the guidelines and rules listed on the page).  There is also a page “Parent and Family Programs” that provides information for family members of students at WSU to stay involved with their WSU student and also offers programs that allow for a smooth transition (for both the student and his/her family members) from home life to college life.  The official university newspaper “The South End” can also be found here.  Anything involving student life at Wayne State can be found on the Dean of Students website.

Application: This website could be very useful to this proposal as it is to implement a new organization for incoming freshmen to understand how campus life works.  It would be a good tool to actually get this organization going and potentially provide funding if needed.  The funding could cover basic costs of an overnight visit or financially aid any student that is unable to afford the cost of the potential program. We could also use the “Parent and Family Programs” to see what is currently being offered and where our proposal stands in regards to a smooth transition from home to campus life.

ENG1020 classes. “Project 3 Survey.” Survey. Date TBD.

We plan on conducting a survey via with Mrs. Jankens’ ENG1020 classes for feedback on our proposal.  This survey briefly explains our Project 3 proposal and asks three questions regarding the proposal.

Application: We plan on using this survey to see the potential interest in our proposal and use as evidence that could support our proposal if all goes well.  As we have not yet administered this survey, we cannot say much more about it.

Project 3 Working Bibliography for Sharon, Zahra, Hunter and Carly


Wayne State University Office of Housing & Residential Life. Wayne State University, 2013. Web. 28 Oct. 2013.

“Guest Housing & References.” Wayne State University Office of Housing & Residential Life. Wayne State University, 2013. Web. 28 Oct. 2013.

Michigan State University Board of Trustees. Michigan State University Office of Admissions. Michigan State University, 2013. Web. 28 Oct. 2013.

“Student Hosted Day/Overnight Visits.” Michigan State University Board of Trustees. Michigan State University Office of Admissions. Michigan State University, 2013. Web. 28 Oct. 2013.

“Freshman Quests.” Wayne State University College of Education. Wayne State University, 2013. Web. 28 Oct. 2013.

Wayne State University Dean of Students Office. n.p., n.d. Web. 28 Oct. 2013.

Reflection 3

     Project 2 was a good turning point this semester.  It brought all the concepts I learned thus far in ENG1020 together and let me implement them all in one paper. I enjoyed this project and learned a bunch: personal narrative writing, interviewing processes, learning conciseness, being ruthless when it comes to revisions (I revised my paper at least six times) and finally learning how to put my true feelings out in the open. 

     There were many factors that influenced my writing.  The articles on interviewing were very helpful for Project 2 as all my information was solely based on personal interviews.  Merriam’s article on conducting effective interviews was very helpful when it came to coming up with questions for interview.  I also read articles using Wayne State’s library database for inspiration on interview questions.  All the interviews I conducted went surprisingly well –I would call them conversations opposed to interviews.  I chose to interview three different types of students: students living at Wayne State, students living on campuses aside from Wayne State, and students who once lived at Wayne State and now commute.  I got different answers from each type of student which helped formulate different ideas and ways to approach my “meaty” paragraphs in Project 2.

     Reading the example I-Search papers in class also helped immensely while writing my I-Search paper.  It helped me know I was on the right track and it did not have to be as formal as I thought it di—it just needed to be honest, relevant, and concise.  It also gave me a good standing on how I should organize my paper and which details to include and exclude. 

     Another important factor that influenced my writing (and thinking) process in Project 2 was the peer response in class.  After reading my draft for Project 2, a student pointed out that I really was not answering my question and suggested thinking of a new question.  I cannot express my gratitude towards this student enough.  After class she and Mrs. Jankens helped me come up with a new question that made my I-Search go much smoother and made it much more enjoyable to write.

   After changing my question, I changed my I-Search and revised the way I went about writing my paper.  I had a meeting with Mrs. Jankens which I found especially helpful and encouraging as I was still struggling with putting my feelings on paper.  After my meeting with Mrs. Jankens I was able to get a better grip on my motivation for my I-Search topic and pushed through the rest.  A lot of anxiety I was having about others reading my paper was reduced and I finally was able to be honest on paper, which I thought made it a much more enjoyable read. 

     I also appreciated how my ENG1020 class suggested sentence and structure revision when reviewing my paper on the projector.  It helped me get a good bearing on where I was in my paper and what structural changes I needed to make.  They were supportive and constructive critiques and made my first paragraph sound a lot less wordy and redundant.  I used the same tactics on my own for the rest of my paper.   I genuinely hope whatever feedback I gave to the students who asked for it were as satisfied with my criticism and their projects as I was.  This paper really was about both the journey and destination—I hope my classmates enjoyed writing this paper as much as I did.  

Reading Response 6

      While reading the Peck, Flower, and Higgins text, I learned much about argument and proposals for change.  One of the key terms I picked up from this article was Community Literacy, which from my understanding is looking for change in a discourse community.  There are four aspects to Community Literacy: social change, intercultural conversation, strategic approach, and inquiry.  All of these aspects of Community Literacy help make an argument valid and complete.  When talking about urban kids and school suspensions Peck, Flower, and Higgins used specific examples by applying these four elements of Community Literacy, making their proposal for change relatively strong.  The way I saw it, they used Community Literacy as a way to explain how to argue effectively.  Arguments (clearly) are not usually one-sided and need clear evidence to prove a point.  A proposal for change is a good start when learning to argue effectively. 

     As Project 3 is a proposal for change in a familiar discourse community, I would like to focus on any sort of community relating to Wayne State.  It is a familiar discourse community to the students I will be working with and is a facility that is always changing. As Wayne State is a huge community, there are several aspects that people could change: parking, buildings, learning communities, forms of communication, dorm rooms, etc.  I will be open to any thoughts and would like to help anyone with similar ideas.