WR 121: Week 7 Peer review, Paper #3, Conferences, and reading discussion


  • Conference Sign up
  • Paper #3
  • Peer review
  • Reading Discussion


  • One on one discussion of paper #2 and the term
  • Opportunity to address specific needs of you as individuals
  • Two writers sitting down to share what's working and what isn't in our processes
  • Required element of the course

Paper #3

Via this third paper, you will focus your energies on developing a solid research paper that incorporates scholarly texts, demonstrates critical thinking, and further develops your ability to communicate in an academic arena. As with the last paper, you will select a topic that both interests you and opens doors for research and discourse. You should be interested in what you are writing about while practicing and developing some of the skills we are learning.

We will place an emphasis on organization, logic, and integrating the words and ideas of others as a form of discourse. Entering into a dialogue with others will allow you to write with greater authority, and mastering the use of in-text citations will be a key element to develop in this paper. If you struggled with this in our second paper, the expectation is that you will begin taking advantages of the resources available to you, including the writing center and my office hours. You have a limited time to work on this, so please start the work early!

Remember, 1200 words isn’t a ton of space to cover really complicated, multi-faceted ideas, so you’ll want to be sure to narrow your focus quite a bit. In other words, you won’t be able to answer multiple questions, but one well-selected inquiry will be just right!

  • Requirements: Incorporate 6 reputable sources; of those six sources, two must be peer reviewed
  • Length: minimum 1200 words
  • Format: MLA
  • Audience: Your classmates and your teacher. Assume we know absolutely nothing about the topic and it is your job to help us learn what is necessary to understand the material contained in your paper.
  • Writer: This paper should be written in third person voice (little to no use of “I”).
  • Due: March 6 - bring six copies to class
  • Workshop: March 8

Peer Review Sessions

  • Remember the ground rules and be supportive of each other.
  • Writers should take notes and remain silent while their writing is being critiqued. After everyone in the group has spoken and the writer has listened, he or she may ask questions and offer explanations, where needed.

Teaching to Transgress

  • bell hooks: "As a writer, she chose the pseudonym, bell hooks, in tribute to her mother and great-grandmother. She decided not to capitalize her new name to place focus on her work rather than her name, on her ideas rather than her personality" (Quintana).
  • What does hooks mean when she says, "I experienced learning as a revolution"?
  • Hegemony: Leadership or dominance, especially by one state or social group over others.
  • "To be changed by ideas was pure pleasure. But to learn ideas that ran counter to values and beliefs learned at home was to place oneself at risk, to enter the danger zone." (hooks 3).
  • After the election, PCC President Mark Mitsui wrote, "I believe that today we have an unprecedented opportunity to live our values as a community college. We do not simply serve our community; we galvanize and recreate it every day. ...It is part of our national legacy to think of ourselves as “Democracy’s College.” Through our open-access mission, we have historically exerted a democratizing force in higher education, a mission that remains unique among nations. However, what if there is more to being Democracy’s College than providing open access to higher education? What if it also means providing students with an opportunity to hone the complex skills they will need to help our democracy thrive."
  • hooks writes, "Teaching is a performative act...." (11).

Don't forget conferences on Wednesday in lieu of our regular class session!

My "office" is in CT 219, Cubicle 36.

Created By
Jenny Woodman

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