1. Inquiry, Composition, and Reflection An assignment sequence for inquiry-based teaching in ENG 1020

2. Project One: Theme for ENG 1020: Who am I? Where am I Coming From? Why am I Here? Purpose: Accessing students’ prior knowledge and motivations. Assessing students’ ability to select and present information for a particular audience (classmates) in a particular genre (personal blog). Process: Read and discuss Hughes and Gee. Respond to questions and ideas posed in the assignment. Select information and presentation based on audience and genre.

3. Reflection #1 Accessing ideas about college writing Reflecting on learning objectives (including how Project #1 fits in) Setting goals for the course

4. Project #2: I-Search: What do I Want to Know about (Writing/Communication) in my Discourse Community? Purpose: Forming research questions and following lines of inquiry. Understanding how to use primary research methods and sources. Reflecting on the research process and revising/developing writing/research plans for the next two assignments. Process: Articulate prior knowledge (what do I know?) State research questions and motivation (what do I want to know and why?) Describe and reflect on the research process (what do I find? How does it help me answer my research questions?) Describe conclusions and reflect on revised research and writing plans for future assignments (what have I found? What do I still need to know/do?)

5. Reflections In-process: Tuning-in journal after peer response to think about style and revision Post-project: Identifying who/what contributed to meaning- making in this project Identifying role as learner in comp classroom Reflecting on learning objectives

6. Project 3: What Do I Discover Through an Analysis of Genres from my Discourse Community? Purpose: To learn about how the discourse community functions/communicates through a study of genre. To practice analysis. To identify potential areas of research/writing for the evaluation/proposal assignment (extending inquiry; genre analysis as tool, not end) Process: Research and discover relevant genres; review and select two or three for analysis. Work through analysis using guiding questions. Articulate how these genres work in the d.c. and reflect on what further research/writing may be done in the next writing assignment.

7. Reflections In-process: Talk-backs in the classroom Post-project: Reflecting on role in classroom while working through genre analysis Predicting role for collaborative group project Reflecting on learning objectives

8. Project 4: Where do I perceive a Need or Potential Change in my D.C.? What do I propose? Purpose: To develop an evaluation and proposal argument out of the research and extended inquiry of the semester. To practice research and the development of argument To consider the rhetorical situation in presenting the proposal in an appropriate genre To work collaboratively; to either serve as relative expert re: d.c. or to learn about a new d.c. Process: Work through several research and writing steps to develop a thoughtful evaluation and proposal with the group. Consider audience (d.c.) and genre to present the proposal.

9. Reflections In-process: ? Post-project: Reflecting on group roles Exploring how collaboration shaped the writing of the text Reflecting on learning objectives (?)

10. Project #5: How Have I Accomplished the Learning Objectives Through my Work this Semester? My questions for the group: Is there room in this assignment for students to reflect on how their semester-long inquiry may be extended to/explored in future contexts?