Class Location: Tawes 1107 Office Location



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English 101: Academic Writing

Section: BL14

Dr. Audrey Farley (Fall 2017)



Undergraduate Teaching Assistant: Jina Park



Class Location: Tawes 1107 Office Location: 2230 Tawes Hall

Class Time: MWF 1:00 to 1:50 (Friday online) Office Hours: MW 2-4 pm

Professor Email: audreycg@gmail.com

UTA Email: parkj327@gmail.com
The purpose of this course is to empower you to write more clearly and persuasively within and beyond your chosen field of study.
Learning Outcomes

Upon completion of this course, you will be able to:



  • Demonstrate understanding of writing as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate sources, and as a process that involves composing, editing, and revising.

  • Demonstrate critical reading and analytical skills, including understanding an argument's major assertions and assumptions, and how to evaluate its supporting evidence.

  • Demonstrate facility with the fundamentals of persuasion, especially as they are adapted to a variety of special situations and audiences in academic writing.

  • Demonstrate research skills, integrate your own ideas with those of others, and apply the conventions of attribution and citation correctly.

  • Revise and edit your own writing for appropriateness. You will take responsibility for such features as format, syntax, grammars, punctuation, and spelling.

  • Demonstrate an understanding of the connection between writing and thinking and use writing and reading for inquiry, learning, thinking, and communicating in an academic setting.


Required Books

Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves that Matter in Academic



Writing. 3rd ed. New York: Norton, 2014.

Inventing Arguments: A Rhetoric and Reader for the University of Maryland’s Academic Writing

Program. Boston: Pearson, 2014.
We will use Elms course page and VoiceThread for online class days. Sign up for a VoiceThread account here: https://voicethread.com/groups/subscribe/1474259/cf3b5f8c4/

Course Policies

  1. Participation and Attendance

You are expected to be prepared for class and to actively participate in class discussions. Be ready to respond to questions posed to you, have drafts when they are due, and complete in-class writing activities. Your active participation will contribute to your final grade.
There is a limit to the number of unexcused absences that you may accrue over the course of the semester. For T/TH courses, you have four unexcused absences; for MWF classes, you have six. While you are allowed these absences, missing class sessions still means that you will lose participation points for that day and for any in-class exercises that your peers complete. For each additional unexcused absence beyond 4/6, your final grade for the course will be lowered by one full letter grade.


  1. Late Papers

Papers are due on the date and time designated on the course syllabus. That deadline holds true whether you can make it to class or not and whether your absence is excused or not. Late papers will be marked down one letter grade per day late, including weekends. If you must submit a late paper, you should contact me the day the paper is due, so that I know when to expect your paper and how you will submit it.


  1. Draft Workshops

Draft workshops enable you to develop two major writing skills that are integral to this course: 1) learning to be a critic of your own writing and the writing of others, and 2) learning how to revise your work given comments and questions from your peers. Your writing will improve by having others read and respond to it.
On the day of a draft workshop, you will be required to have a complete draft of your paper. If you do not have a draft in class that day (this includes not having it in class because you are absent), your final grade for that paper will be reduced by a letter grade – that is, an A paper will be a B paper if you did not have your draft.


  1. Paper Format

The format for papers will vary, but unless otherwise indicated, the standard format is as follows:

  • double-spaced throughout (with no extra spaces between paragraphs)

  • readable font (12 point, no italics except for titles or emphasis)

  • one-inch margins on all sides, left justified

  • your name, my name, the section number for the course, and an indication of the draft number (first, second, final) in upper left corner

  • title of the paper center justified

  • numbered pages

  • MLA style




  1. Office Hours

Think of my office as an extension of the classroom and use my office hours to discuss any aspect of your writing and reading, as well as any questions you may have about class procedures or requirements. During my open office hours, you may stop in my office whenever you like. I am also happy to schedule another time to meet if my office hours conflict with your schedule.


  1. Writing Center

All students should consider visiting the Writing Center as a way to improve the overall quality of their writing. The Writing Center is for all student writers—including those who see themselves as strong writers. It is an excellent resource, so please take advantage of it!


  1. Cell Phone and Laptop Policy

Please turn off your cell phone during class and put it in below your desktop. Texting during class will not be tolerated. You are welcome to use your laptop or tablet for class-related writing and activities. Checking Facebook or other social media during class will result in penalties toward your participation grade.
8. Academic Integrity

Plagiarism, whether it is submitting someone else’s work as your own, submitting your own work completed for another class without my permission, or otherwise violating the University’s code of Academic Integrity, will not be tolerated. You are expected to understand the University’s policies regarding academic integrity. These policies can be found at the website of the Office of Student Conduct. Please visit this website, click on the “students” link, and read the information carefully.


9. Accommodations for Students with Disabilities

Your success in the class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course. In order to receive official university accommodations, you will need to register and request accommodations through the Office of Disability Support Services.



Grades

The percentages of contribution to your final grade are as follows:




Class participation, draft workshops 15%k

10%

Academic Summary

5%

Annotated Bibliography

5%

First Person Inquiry Essay

15%

Rhetorical Analysis (Group Assignment)

15%

Digital Remediation

15%

Position Paper

20%

Revision Assignment and Reflective Memo

15%

Course Assignments
Academic Summary: Summary is an element of good critical reading, which is, in turn, the cornerstone of academic writing. With this assignment, we take the first step in learning many skills crucial to successful academic writing, including clarity and concision, effective and ethical use of sources, and the interconnection of reading and writing. For this assignment, you may choose to summarize a piece of academic writing within your field of study. Your summary of that work should not exceed 300 words.

First Person Inquiry Essay: You will consider a personal experience (we are defining “experience” rather broadly) and you’ll question and probe that experience, seeking understanding of what’s at issue in the experience. Past students have written provocative essays on topics such as the following: “What It’s Like to Be Black in the South” and “Why I Support Stricter Gun Laws.” The goal is to use your personal experience to introduce questions and concerns. Your personal experience = springboard to discuss bigger issues.
See VOX’s “First Person” section for examples of this kind of writing. (We will discuss some of these examples in class.) https://www.vox.com/first-person
Annotated Bibliography: This assignment will support your work in the First Person Inquiry assignment, as it will enable you to identify sources that will propel your inquiry. In particular, you will find five sources that will aid in your exploration, and you will annotate them. Each annotation should (1) cite the text of your choice in perfect MLA format; (2) summarize the text; (3) evaluate the validity and fairness of the source (4) discuss how the text will help you gain a deeper sense of the issue and how the source will contribute your investigation.
Rhetorical Analysis: Now it’s time to critique others’ writing! For this group assignment, you will analyze a persuasive text by taking into consideration rhetorical appeals, rhetorical situation, intended audience, exigence, style, and organization. Your goal is to write a 4-5 page scripted argument about the effectiveness of the text for the given audience. Your group will revise and polish the script, then transform it into an engaging presentation for the class. Your group presentation should be approximately 10 minutes. Each group’s grade will be based on the script and the presentation.


Digital Remediation: You will shift gears in this assignment, moving from an academic audience to a more popular audience. This exercise will compel you to distill your ideas and explain arguments more simply. Here, you will compose a website that introduces non-academics to your research. You should convey the importance of the issue (why the public should care), present the arguments of different stakeholders invested in the issue, and emphasize your own contribution to the topic. In addition, you’ll include a “Suggested Reading” list that directs readers to sources where they can learn more. The page should include approx. 1800 words.
Position Paper: This paper is the culmination of the research, writing, and analysis that you have conducted throughout the semester. Your goal is to compose an essay that offers the most persuasive arguments for a certain position, that refutes competing positions and alternatives, and that organizes your ideas effectively and efficiently. The final paper is directed to a specific, academic audience, and it should include a bibliography of approximately 20 sources. 8-10 pages.
Revision Assignment: Reflection and revision are integral to the writing process. These activities enable you to think critically about your identity as a writer, your writing process, and the feedback you’ve received; then, you can leverage these insights to improve your work. For this final assignment, you will revise an assignment of your choice. Here, you have the opportunity to demonstrate what you’ve learned over the course of the semester and to gain a unique picture of who you are as a writer. You will include a reflective memo that discusses the substantive revisions you made to this assignment and your progress as a writer over the course of the semester. Reflective Memo will be 2 pages single-spaced.

Course Schedule

TSIS: They Say/I Say

IA: Inventing Arguments


Day

Session Objectives

Reading Due

Writing Due

Week 1

M 8-28


Introductions; Discuss Syllabus and Course Objectives








W 8-30

What is Academic Writing?; Introduce Academic Summary Assignment


Read Vershawn Ashanti Young’s “Should Writers Use They Own English” http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1095&context=ijcs


Begin Academic Summary Assignment

F 9-1

CLASS ONLINE- Writing Goals







Week 2

M 9-4


LABOR DAY: NO CLASS







W 9-6

Academic Summary; Explore Writing Topics

Paraphrase vs. Summary



TSIS 30-51 “Paraphrase and Summary” http://www.uc.utoronto.ca/paraphrase


Draft of Academic Summary for in class workshop


F 9-8

CLASS ONLINE- Summary Strategies




SIGN UP FOR STUDENT CONFERENCE

Week 3

M 9-11


Introduce Annotated Bibliography and First Person Inquiry Essay


“As a Woman in Science” https://www.vox.com/first-person/2017/5/4/15536932/women-stem-science-feminism



Academic Summary Due

W 9-13

STUDENT CONFERENCES-




Begin Annotated Bibliography


F 9-15

CLASS ONLINE – Using Stasis Theory

IA “Inquiry and Argument,” 359-369; IA “Stasis Theory,” 392-394





Week 4

M 9-18


Stasis Theory; Recognizing Stasis Points


IA “Invention—Generating Ideas with Stasis Theory,” 380-381
Read and bring to class a VOX “First Person” essay


Continue Working on Annotated Bibliography



W 9-20

Applying Stasis Theory

“How to Tell the Difference Between Real Solidarity and Ally Theatre”

http://www.blackgirldangerous.com/2015/11/ally-theater/



Annotated Bibliography Due

F 9-22

CLASS ONLINE – Using Stasis Theory







Week 5

M 9-25


Library Research Day – Meet in Mckeldin 6103







W 9-27

Introduce Rhetorical Analysis Group Assignment; Introduce Digital Remediation Assignment

IA “Writing a Rhetorical Analysis,” 382-387





F 9-29

CLASS ONLINE – Rhetorical analysis







Week 6

M 10-2


Ethos, Pathos, and Kairos; King’s “Letter from Birmingham Jail”; Identify Piece to Use for Rhetorical Analysis Group Assignment


IA King, “Letter from Birmingham Jail,” 643-656




W 10-4

Improving Your First Person Inquiry Essay





Draft of First Person Inquiry Essay for in class workshop


F 10-6

CLASS ONLINE – Inquiry Essay







Week 7

M 10-9


Library Research Day – Meet in McKeldin 6103




First Person Inquiry Essay Due

W 10-11

No Class: attend John Lewis event on 10/12 or watch Livestream

March Volume 3 (First year book)




F 10-13

CLASS ONLINE – Rhetorical Analysis







Week 8

M 10-16


Discuss March; Rhetorical Analysis; Style/Tone



March Volume 3
IA “Moving Your Audience” 111-123; IA “Style,” 397-445






W 10-18

Identifying audience for Digital Remediation


TSIS 92-101

Monique Truong, “Why It’s Everybody’s Responsibility to Stand Up to Racism”

http://www.oprah.com/inspiration/vietnamese-refugee-on-racism


Rhetorical Analysis Group Assignment Due

F 10-20

CLASS ONLINE - Beginning the Digital Remediation Assignment







Week 9

M 10-23



Digital Remediation; Academic vs. Popular Styles; Using Visual Arguments


Bring to class two essays on the same topic: one should be an academic source and the other a popular source




W 10-25

Digital Remediation; Responding to Objections and Alternative Views

Stephen Jay Gould, “Women’s Brains”

http://faculty.washington.edu/lynnhank/wbgould.pdf






F 10-27

CLASS ONLINE – Digital Remediation







Week 10

M 10-30



Digital Remediation





Workshop for Digital Remediation

W 11-1

Introduce Position Paper


Sample Student Essay, “A Rainbow Over Capitol Hill” posted on Interpolations page

Digital Remediation Due

F 11-3

CLASS ONLINE - Patchwriting







Week 11

M 11-6



Position Paper; Definition Arguments

IA, “Definition and Resemblance Arguments,” 224-255





W 11-8

Position Paper; Ethical Arguments


IA, “Evaluation and Ethical Arguments,” 287-312





F 11-10

CLASS ONLINE – Definition and Ethical Arguments







Week 12

M 11-13



Position Paper; Proposal Arguments


IA “Proposal Arguments,” 313-348





W 11-15

Position Paper; Causal Arguments Incorporating Sources

IA “Causal Arguments,” 256-286





F 11-17

CLASS ONLINE – Proposal and Causal Arguments







Week 13

M 11-20


Draft Workshop


TSIS 78-91; IA Murray, “The Maker’s Eye,” 470-474

Workshop Position Paper

W 11-22

No class: THANKSGIVING








F 11-24

NO CLASS







Week 14

M 11-27


Discuss Revision Assignment and Reflection Memo


IA, Giles, “Reflective Writing and the Revision Process,” 509-518

Position Paper Due

W 11-29

Conference Day for Revision Assignment and Reflective Memo





Draft of Revision Assignment

F 12-1

CLASS ONLINE – Revision Assignment







Week 15

M 12-4
W 12-6



Revision Assignment

LAST DAY OF CLASS; Share writing success stories






Assignment #6: Revision Assignment and Reflection Memo Due




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