English 101: Academic Writing
Instructor: Eleanor Smith Tipton Office: Tawes 2203 Office Hours: M/W 1pm - 2pm and by appointment Contact: [email protected]
Course Description Welcome to English 101 at the University of Maryland. “Academic writing” may sound like a course that introduces you to the kinds of writing expected of you throughout college, and in many ways, it is. However, as this course prepares you for the scholarly work necessary for your history, psychology, and biology courses, it also introduces you to a kind of writing and thinking that will enable you to become a reflective and critical thinker who can enter intellectual conversations inside and outside the academy.
To achieve these ends, this course is grounded in inquiry and rhetoric. Our goal is first to inquire, to determine what is known—and credible—about a topic or issue. Then, we ask questions about what is known: How do we understand and define this issue? How might we evaluate it? What can we do about it? Engaging in this inquiry and responding to these questions leads to rhetorical practice. We use rhetorical skills to construct knowledge by creating arguments that are built on the foundations of what has already been thought and said. Thus inquiry and rhetorical practice rely on investigating and reflecting upon the thoughts and ideas of others. In other words, inquiry and rhetorical practice rely on doing research so that we can join the conversation ethically and critically. Also, because academic writing is part of a larger conversation within and often across disciplines, one of its conventions is rigorous review by peers.
In English 101, you will hone the skills of clarifying issues, asking questions, leveraging rhetorical strategies, entering into scholarly conversations, researching topics, using evidence, and engaging in peer review. Your work in English 101 will be oriented by several concepts:
Inquiry is understood as learning through questioning. One tool you will use to inquire is stasis theory, a rhetorical concept with its roots in ancient legal practice. Stasis theory offers a way of inventing, categorizing, and analyzing what is at issue in a situation with a series of questions: whether something exists, how it is defined, what its causes are, what its effects or consequences are, how we value it, what we should do about it, and who has the right to act on these questions.
Rhetoric, defined by Aristotle as “the art of observing the available means of persuasion,” is the study of effective language use. Rhetoric provides a method for successful and persuasive academic argumentation. Through rhetoric, we are attentive to issues of the rhetorical situation of any writing (its audience, purpose, writer, context, and genre) as well as the role of rhetorical appeals in any persuasive discourse.
Writing Process and Reflection. Writing is a process, and while that process varies for each writer, drafts, feedback, and revision are essential elements for any effective composition. In addition, by stepping back to reflect on your writing and your writing process, you learn more about who you are as a writer and what academic writing is. IN reflection, you gain the insights that enable you to assess your work and make productive changes towards improvement.
Research and critical reading of academic sources invites you into the conversations of various disciplines. You will also learn the types of sources that are acceptable for academic papers and the methods appropriate to integrate them into your writing and to document them. Learning Outcomes Upon completion of an Academic Writing 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. • Use Standard Written English and revise and edit your own writing for appropriateness. You will take responsibility for such features as format, syntax, grammar, 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.
Texts (required):
Rankine, Claudia. Citizen: An American Lyric. Minneapolis: Greywolf Press, 2014. Finney, Nickey. Head Off and Split. Triquarterly Books/Northwestern UP: 2011. This is the “First Year Book” you may pick up your FREE COPY!! in 2110 Marie Mount Hall 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. Wysocki, Anne Frances and Dennis Lynch, The DK Handbook. 3rd ed. Boston, Pearson, 2014.
Course Assignments
Academic Summary. Summary is an element of good critical reading, which is, in turn, the cornerstone of academic writing. With this assignment, you 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.
Argument of Inquiry: This assignment initiates your semester-long exploration of an issue. Here, you will enter an academic conversation by identifying a topic for research that connects in some way to your academic, extracurricular, personal, or civic interests and/or experiences. You will use the heuristic of stasis theory to investigate your topic and to learn the issues and debates within it. A major part of this project is to explore how scholarly research and listening to the ideas of others can inform, expand, and complicate your understandings of and experiences with the topic. The goal of this essay is three-fold: 1) to argue for the exigence and importance of this issue, 2) to raise important questions about the issue, and 3) to investigate possible responses to these questions. A research session at McKeldin library will introduce you to the skills of finding and evaluating worthy sources. 4-5 pages.
Annotated Bibliography: This assignment will support your work in Argument of Inquiry assignment, as it will enable you to identify sources that will propel your inquiry. In particular, English 101: Academic Writing you will identify 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. Approx. 150 words per annotation.
Rhetorical Analysis: For this assignment, you will analyze a persuasive text that relates to the issue you have chosen by taking into consideration rhetorical appeals, rhetorical situation, intended audience, exigence, style, and organization. Your goal is to make an argument about the effectiveness of the text for the given audience. 4-5 pages.
Digital Forum: You will shift gears in this assignment, moving from writing to academic audiences in analog form to writing to popular audiences in digital form. More specifically, you will compose a website that offers an audience of your choice a digital forum. This forum will display three distinct arguments leveraged by different stakeholders invested in your issue. Extending the work of your Argument of Inquiry paper, you will identify a new conversation within your issue and three different ways stakeholders engage it. You will create three “stakeholder pages” that describe these positions as well as an “About” page and a “Required Reading List.” This list of annotated sources should 1) offer your audience additional information about your issue, and 2) extend your research base by annotating five new sources that take up your issue. Approx. 1800 words.
Position Paper: This paper is the culmination of the inquiry and exploration you have conducted throughout the semester. Your goal is to compose an essay that offers the argument you find most persuasive within the issue you’ve been examining. Your job is to take a position within this debate, refute competing positions and alternatives, and organize your ideas effectively and efficiently. This paper is directed to a specific, academic audience, and it should include a bibliography of approximately 20 sources. 8-10 pages.
Revision and Reflection Assignment: Reflection and revision are keys to one’s success as a writer. Through reflection and revision you are able to think critically about your identity as a writer, your writing process, and the feedback you’ve received. You can then leverage these reflections as you continue to write and thus improve upon your work. For the final assignment of the semester, you will revise an assignment of your choice based on your reflections. Here, you have the opportunity to demonstrate what you’ve learned over the course of the semester and gain a unique picture of who you are as a writer. Your reflective memo will discuss the substantive revisions you made to this essay, your understanding of academic writing, and your progress as a writer over the course of the semester. Reflective Memo 2 pages, single-spaced; Revision 4-5 pages.
8 TIPS FOR SUCCESS IN MY CLASS
1. Plan on writing every day!! Just 10 minutes/day will make a big difference
2. Engage in class discussions, workshops, and activities with insightful comments. 4. Respond to readings thoughtfully and carefully on your own summarizing major points in your own words so you are prepared for the reading quizzes and, thus, class discussion.
5. Visit me during my office hours if you have any questions or areas of confusion that can’t be remedied in class. 6. Turn assignments in on time—to avoid late penalties— and make sure they are written well through multiple revisions, thorough proofreading, and attentive in-class workshops.
7. Carve out enough time each day to complete your assignments. Generally, plan on 2 hours outside of class for every hour spent in class; that means 6 hours a week!
8. Attend every class that is humanly possible for you to attend! Each lecture builds on the one from the day before, so you may find it difficult to keep up when you miss a class.
RESOURCES
Office Hours: Think of my office as an extension of the classroom and use my office hours to discuss any aspect of your writing or reading, as well as any questions you may have about class procedures or requirements. Come to office hours with questions about class discussions, writing techniques or strategies, writing projects you’re working on, ideas you wish to develop, and so on. During my open office hours, you may stop in whenever you like. I am also able to schedule another time to meet if my office hours conflict with your schedule.
We will have one scheduled one-on-one conference in my office (see the course schedule for conference days). This meeting is mandatory. If you cannot attend our scheduled conference, please email me at least 2 hours before our planned time. If you miss our conference without emailing, I will count it as a class absence.
How to Schedule an Appointment: • At the top of the syllabus is the location and contact info and times for office hours • My door is open during these hours and you may drop in without an appointment • If you can’t meet me during these times, then send me an email requesting a conference and briefly explain why you are unable to attend during office hours.
Writing Center All students should consider visiting the tutors at UMD’s 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 for you; please take advantage of it. The Writing Center offers both daytime and evening hours. Online tutoring is also available. You can make an appointment through the website below.
Website:
Student Learning 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.
I’m committed to helping students who learn in different ways. Many students who have a learning difference of any kind (including learning disabilities, ADHD, depression, health conditions) have found it helpful to meet with me during my office hours on a semi-regular basis to talk-through their ideas and answer any questions they have. English 101: Academic Writing
In order to receive official university accommodations, you will need to register and request accommodations through the Office of Disability Support Services. DSS provides services for students with physical and emotional disabilities and is located in 0106 Shoemaker on the University of Maryland campus. Information about Learning Assistance Service and/or Disability Support Service can be found www.counseling.umd.edu/LAS or www.counseling.umd.edu/DSS. You can also reach DSS by phone at 301-314-7682.
CLASS POLICIES
Regular and punctual attendance. The writing you will do in English 101 will be based on skills you will develop and hone in class; for that reason, your attendance and participation will have a direct effect on your work and, ultimately, your grades. If you miss class for any reason, it will be your responsibility to find out what you missed and how you can make up the work. Your participation grade and the quality of your work will suffer if you miss class. You are also expected to arrive on time; if you are late, you will disrupt class, and your participation grade will again suffer the consequences.
Participation -- The best classes are classes where multiple people participate in class discussions - responding to what each other say and advancing discussions with additional inquiry and relating questions back to the large themes and topics of the course. Also, ones where we laugh a little and also find out it is ok to show where we get confused. In this classroom, you will receive a grade on your participation at mid-terms and at the end of the course. I expect everyone to speak up at least twice a week to earn a C. To earn a grade above that, you need to stand out in class for knowing answers to question and demonstrating comprehension in the reading assignments.
Class Conduct and Technology Use I will consider the following classroom activities as detrimental to class discussion and class participation and therefore detrimental to your grade: Leaving class once it has begun • Talking at inappropriate times • Performing tasks unrelated to classroom activities • Computer use unrelated to the course, including unauthorized emailing or messaging • • Use of cell phone for conversation or text messaging Misuse of computer equipment during course activities • Inappropriate or disrespectful comments or actions towards me or anyone in class. You wi • ll be asked to leave the class if this occurs, and your participation grade will be dropped by 1 letter for each time you are asked to leave.
Communication— The best way to resolve larger questions are to come to my office for a conference. However, If you email me with a question, I will normally get back to you within one working day (24 hours during the week) and at the most within 72 hours.
Late Papers -- Papers are due at the time listed in the online Syllabus of ELMS otherwise they are late. LATE PAPERS will be marked down one letter grade per DAY late. Because you will turn in your essays online to ELMS, this means that all papers turned in after the deadline time listed on ELMS will be considered late. I will allow a 15 minute grace period before enacting the penalty. I will only accept late essays up to the next class meeting. I reserve the right to grant extensions on major assignments (essays) for students who are experiencing especially difficult situations, though these are granted on very rare occasions.
Late Homework -- Homework can not be turned in late. It will count as a zero if you turn it in after the deadline. But I will drop the two lowest homework grades. In-class work that you may miss cannot be made up (quizzes, etc.). If you have an excused absence according to the absence policies, then you may turn in your late homework on the day you return to class. I reserve the right to waive these policies for extenuating circumstances, though I am not likely to do so.
Draft Workshop --For each paper, we will have a rough draft workshop before your final papers are due. On a day prior to a draft workshop, you will be required to have a complete rough draft of your paper by the due date listed on ELMS; if you do not have it turned into ELMS by the grace period, then you will not be able to participate in the draft workshop; therefore, your final grade for that paper will be reduced by 1 letter grade – that is, an A paper will be a B paper if you didn’t have your complete rough draft.
A complete draft means: 3/4 of the minimum page/word count unless otherwise noted. Furthermore, if you are not physically in-class on the day of the draft workshop, then you will not be able to participate in the workshop. This means, that your final letter grade on your final draft will be dropped by 1 letter. Part of having the complete rough draft is contingent upon participating in the all-important draft workshop where you will begin to work on revising your papers. Therefore, if you have a complete rough draft, but you do not attend the workshop and you make an "A" on your essay, your grade will be dropped to a "B". Similarly, if you do not turn in a complete rough draft, and you do not attend the draft workshop, and you make an "A" on your final essay, then your grade will be dropped to a "C" as you would receive both penalties.
The draft workshop is considered a major scheduled grading event according to the attendance polices; therefore, you must be aware of those policies regarding non- excused absences in this case. Students participating in university events or observing religious holidays must follow procedures for excused absences to procure a waiver of the penalties. If you do procure a waiver, then I expect for you to create your own solutions for making up the draft workshop to your peers.
Format for papers -- The format for papers will vary, but unless otherwise indicated, standard format is double-spaced throughout (with no extra spaces between paragraphs), readable font (10 or 12 point, no italics except for titles or emphasis), one-inch margins on all sides, left justified, with your name, my name/the section number, and a telling title on the first page.
When you have cited information, you should follow the MLA style guidelines appropriate for the topic or situation. Number all pages. Unless instructed to do so, do not use subtitles or headers to divide the text of the paper into sections. The final draft of each assignment should be clearly labeled as such: if you fail to turn in your final draft and I grade your rough draft, then that is the grade that stands. It is your responsibility to organize your files. Additionally, you must sign and include the Honor Pledge as your cover page (located on your ELMS site). Papers that do not follow these formatting guidelines will be penalized.
Cell Phone and Laptop Policy Please turn off your cell phone during class and put it below yo ur desktop. Texting during class will not be tolerated. You are welcome to use your laptop or tab English 101: Academic Writing let for class-related writing and activities. Checking Facebook or email or any other non-class rel ated activity during class will effect your ability to learn as well as the ability of those around who may be distracted.
Grading In any skills course, improvement is important. Therefore, the grades you earn on later papers count for more than grades on earlier papers. The percentages of contribution to your final grade are as follows:
Discussion Boards, reading quizzes, short writing 10% assignments, draft workshop responses, reflection memos Participation 5% Summary Assignment 5% Rhetorical Analysis 15% Annotated Bibliography 5% Argument of Inquiry 15% Digital Forum 15% Position Paper 15% Revision & Reflection Assignment 15%
Grading Standards are found in the rubrics for each assignments and the assignment prompt must be followed in great detail to receive a passing grade. The following is how the 100 point scale equates to letter grades: 94-97% = A; 90-93% = A- ; 87-89% = B+ ; 84-86% = B ; 80-83% = B- ;77-79% = C+ ; 74-76% = C; 70-73% = C-; 67-69% = D+; 64-66% = D; 60-63% = D-; 1-59% = F
Revision Policy: If you score a C+ or lower and are unsatisfied with this grade, then once in th e course of the semester you may choose to revise that essay substantially and write a reflectio n memo. The new grade on the essay can not be higher than 1 letter grade from the previous gr ade. In other words, if you made a C, then the highest you can make on the revision is a B; how ever, it is important to note that there is no guarantee that you will receive a higher grade for the extra effort if the revision still fails to meet the standards, or if you do not follow t he procedures listed below: 1) schedule a meeting with a tutor at the Writing Center or with me (if meeting with a tutor, you must provide proof of your meeting to discuss the revision strategy 2) write a memo discussing the revisions that you made and why you made them and be as specific as possible. Contact me to receive more instructions on how to write these. 3) the substantially revised essay and the reflection memo must be turned in within two weeks from the date that you receive the graded essay.
Grade Changes -- If you have exercised your right to revise one essay this semester and you e arn another grade that you are unsatisfied with on your major writing assignments, then you ma y request a meeting with me to discuss your grade where I can take a second look at your pape r. However, this second look does not guarantee a grade change. In fact, there have been cases where I lower the grade upon a second review. In either event, the new grade will stan d.
The moral to derive from this policy is simple: start your papers as soon as they are assigned, and if you are having trouble, seek help ahead of time, not after the assignment was handed back. (Excessively late or plagiarized papers will receive F and cannot be revised for a grade change.)
Revision is a major part of this course and a major element of strong writing practice. You will revise each of your papers after the scheduled draft workshop. I am also happy to meet with you before your paper is due to discuss your essay ideas and your drafts. Since I stress revision throughout the course and since there are so many opportunities for you to revise your work, there will not be possibilities for additional revisions to essays after they have been returned. Given this policy, please use me and your classmates as resources for essay revision and improvement before the submission deadlines.
UNIVERSITY POLICIES
Academic Integrity and Honor Pledge 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 can be found at the website of the Office of Student Conduct, www.shc.umd.edu. Please visit this website, click on the “students” link, and read the information carefully.
You will be asked to write and sign The Honor Pledge, a statement of integrity, on the cover sheet of each formal paper you turn in to this class. The Honor Pledge is as follows: “I pledge on my honor that I have not given or received any unauthorized (or unacknowledged) assistance on this assignment. Moreover, I have not taken or ‘borrowed’ the ideas or words of another without properly citing that source.”
Unexcused, or “Discretionary” Absences: discretionary absences should be viewed not as “free days” but as days you may need to deal with emergencies, such as taking your little brother to the doctor, dealing with a flat tire, meeting friends at the airport, etc. You may miss two full weeks of class without substantial penalty — you will, however, not be allowed to turn in any missed assignments unless under special circumstances determined at the teacher’s discretion. For each unexcused absence after two weeks, your final grade will be lowered by one full letter grade. This means that if you have an A average but have five (on a T/TH schedule) or seven (on a MWF schedule) unexcused absences, you will earn a B in the course.
Excused Absences: The University excuses absences for certain reasons (illness, representing the University at certain events, religious observance, and the death of an immediate family member), provided the cause of absence is appropriately documented.
Religious Observances: The University's policy "Assignments and Attendance on Dates of Religious Observance" provides that students should not be penalized because of observances of their religious beliefs; students shall be given an opportunity, whenever feasible, to make up within a reasonable time any academic assignment that is missed because of individual participation in religious observances. Students are responsible for obtaining material missed during their absences. Furthermore, students have the responsibility to inform the instructor of any intended absences for religious observances in advance. The student should provide written notification to the professor within the first two weeks of the semester. The notification must identify the religious holiday(s) and the date(s). English 101: Academic Writing
Documentation Requirements to Justify an Excused Absence for Illness: The University’s policy is to excuse class absences that result from a student’s own illness. The procedure and documentation required for an illness to be an excused absence differs depending on the frequency of the absence.
For a Single Missed Class Day: If you miss only one class meeting for illness, you may submit a self-signed note to the instructor (that is, a note from a health care provider is not required for a single class missed, and the Health Center will not provide written excuses for a single absence). Each note must also contain an acknowledgment by the student that the information provided is true and correct (in this way, it must follow the Code of Student Conduct or may result in disciplinary action).HOWEVER, such documentation will NOT be honored as an excused absence if the absence coincides with a Major Scheduled Grading Event, which for ENGL 101 is a paper due date. If you know you will miss class, make an effort to alert your instructor and make arrangements in advance. Also, your documentation must be presented to the instructor upon returning to class.
For Multiple But Non-Consecutive Meetings Missed: If you will miss more than one class meeting for a medical concern, but these will not be consecutive, you should provide documentation from a health care provider upon returning to class after the first of these absences that details future dates to be missed OR provide a note from a doctor that states specific dates missed (the note must state specific dates, rather than broadly name a time frame; that is, for example, documentation must say the student missed class on 9/12, 9/16 and 9/20 for a medical concern, rather than saying the student may have missed class repeatedly between 9/11-9/21).
For Multiple Consecutive (more than one in a row) Meetings Missed OR An Absence Involving a Major Grading Event: If you will have a prolonged absence (meaning more than one absence for the same illness) you are required to provide written documentation of the illness from the Health Center or from an outside health care provider upon returning to class. In cases where written verification is provided, the Health Center or outside health care provider shall verify dates of treatment and indicate the time frame that the student was unable to meet academic responsibilities. No diagnostic information need be provided on this note.
Absence due to participation in a University Event: If your absence is not due to an illness but is, rather, due to your participation in an official University event, you must provide documentation for this absence prior to the absence; the documentation should be an official form from the University.
COURSE CALENDAR *I may distribute a course syllabus schedule for each unit depending on how many adjustments need to be made for snow days/makeup days, etc. It is your responsibility to stay up to date with any changes announced in class or through email to this schedule - even if you are not in class on the day that changes are announced. KEY: IA: Inventing Arguments TSIS: They Say/I Say DKH: DK Handbook INTP: Interpolations HOS: Head off and Split CIT: Citizen All assignments, unless otherwise noted, are due at the beginning of class on the date they are listed. This means, for example, if a writing/reading assignment is listed on the row next to the date T 2-3 then you will turn in/complete those assignments PRIOR to coming to class on TUESDAY FEB. 3RD.
Day Session Objectives Reading Due Writing Due Week 1 Course Syllabus, Day 1 Setting your Course M 8-31 Goals, Why this Course Matters Day 2 Rhetoric and Argument, IA “The Core of an Argument;” 60- Argument Quiz on W 9-2 Summary Assignment; 73; TSIS xiii-15; DKH ELMS (do these at How to Read Poetry “Summarizing the Words of home. Don’t come to Others,” 176-177 class prepared to take a quiz.)
Day 3 ONLINE CLASS: MEET HOS: “Red Velvet” & “Left” Listen Discussion Board 1 F 9-4 ON ELMS for to her acceptance speech discussion http://jetlaggedinparis.tumblr.com/p Summary and Critical ost/12934270392/listen-to-poet- Reading nick-finneys-acceptance-speech-at (Scroll to 16:40 and listen to about 21:00); TSIS 30-51; IA, “Exigence,” 370-373 M 9-7 Labor Day — NO Nothing due, but lots to do for Wed. so CLASS make use of your break! Week 2 Discuss Summary and CIT “Transcript for Hurricane Katrina” Discussion Board 2 Day 4 Critical Reading; Stasis & “Trayvon Martin” p.83-91 W 9-9 Theory Introduction IA “Shitty First Drafts,” 449-451 Day 5 Reflective Writing; DKH 264-268; 540-559; INTP, Nesbitt, Draft Summary F 9-11 Assignment Sequence “Consider the Lobster” Assignment Due and Topic Exploration Week 3 Draft Workshop; Read your members’ drafts Brainstorm of 5 Day 6 Academic Integrity IA “Revising,” 452-469; possible topics M 9-14 Day 7 Rhetoric: The Summary W 9-16 Rhetorical Situation, Assignment Due; Stasis Theory Reflective Memo 1 Day 8 Rhetoric: The Three Youtube video on Fallacies, join Rhetoric QUIZ on F 9-18 Appeals, Stasis Theory groups on ELMS for fallacy project ELMS Week 4 Linking the Appeals Memo due: Proposal; Day 9 together: Reason is not Add your name and M 9-21 divorced from Emotion; topic to the chart on Stasis Theory ELMS Day 10 Review of Rhetoric: Read fallacy projects on ELMS Fallacy presentation W 9-23 Developing the RA links; Draft your Thesis thesis for the RA essay; Discussion Board: Are you choosing a “Good” topic? Day 11 Fallacy presentations; RA Draft Due (TBA) F 9-25 RA Review English 101: Academic Writing
Day Session Objectives Reading Due Writing Due Week 5 Draft Workshop, Read your members’ drafts Group Member Day 12 Reflective Writing; Work IA Responses M 9-28 on Topic Choices Day 13 Writing the Research Read the assignment sheet on RA Essay Due; W 9-30 Question: Stasis Theory Argument of Inquiry Reflective Memo 2 as Invention Day 14 Argument and Inquiry… Revised Memo Due F 10-2 and what is an with Research Argument OF Inquiry? Question; Stasis What is Exigence? Why Chart; Argument of does it Matter? Inquiry QUIZ; update any changes to the chart Week 6 Library Research Register, download, and login to Stasis Theory QUIZ; Day 15 Session: Finding Zotero software; Watch your groups’ Library Research M 10-5 Information narration videos and respond; IA 359- Session Preparation 369, 380-381, and 60-64 Narration Video Day 16 Arrangement in Dialogic Watch your groups’ narration videos 3 sources from the W 10-7 Arguments, Source Use and respond. Databases due with citations with Narration Video Day 17 Review: Defining the Annotated F 10-9 Argument of Inquiry; Bibliography DUE; Research & Source Rough Draft of AoI Use Essay Due Sunday! Week 7 Draft Workshop; Read your members’ drafts Group Member Day 18 Revision Exercises IA Responses M 10-12 Day 19 Research Session II; Sign up for a session with a librarian. Argument of Inquiry W 10-14 Introduction to the Contact: XXX; register for Zotero and Final Draft Due; Digital Forum download the software Reflective Memo 3 Day 20 Defining the Multiple Examine Weebly, give yourself 15-20 F 10-16 Positions & How to craft minutes to play around with it. Argument and Summary Week 8 Research & Required Collect & Read sources: finding Stasis Chart; Day 21 Reading List; multiple points of view Publish some M 10-19 Evaluating Sources; pictures and video to Presentations on a test webpage on possible positions Weebly,, throw up some text. You can change it all later, just get familiar with the platform. Day 22 Definition & IA, “Definition and Resemblance Draft “About” page, W 10-21 Resemblance Arguments,” 224-255 Post 3 new sources Arguments; for Required Presentations on Reading List; possible positions Academic and Popular Styles; Definition & Resemblance QUIZ Day Session Objectives Reading Due Writing Due Day 23 Evaluation & Ethical IA, “Evaluation and Ethical Draft “Position Page F 10-23 Arguments Arguments,” 287-312 1”; Evaluation & Ethical Arguments QUIZ Week 9 Design & Visual IA, “Analyzing Visual Arguments,” Discussion Board: Day 24 Arguments 177-189; “Using Evidence Terrible websites that M 10-26 Effectively,” 91-110 are making bad arguments / Good websites that are making strong arguments;
Day 25 Developing the Rubric Draft Position Page 2 W 10-28 and the Guide for Draft Workshop Day 26 Academic Integrity Draft Position Page 3 F 10-30 Week Source Use and Draft Required 10 Evidence: Revising with Reading List Day 27 Source Use in Mind M 11-2 Day 28 TBD: Grammar W 11-4
Day 29 Draft Workshop: Read your members’ drafts Responses to Group F 11-6 Examining the Text IA Members Week Draft Workshop 2: Responses to Group 11 Examining the Visual Members; Day 30 M 11-9 Day 31 Position Paper: Causal IA “Causal Arguments,” 256-286; Causal Arguments W 11-11 Arguments, Audience TSIS 121-129; DKH 296-7 QUIZ; Final Drafts due Digital Forum Day 32 Proposal Arguments IA “Proposal Arguments,” 313-348; Proposal Arguments F 11-13 DKH 286-287 QUIZ Week Refute, Concede, IA, “Responding to Objections and Reflection Memo 4 12 Bridge, Rogerian Alternative Views,” 126-155 Due; Discussion Day 33 Board M 11-16 Day 34 Arrangement; IA “Classical Structure of An Arrangement QUIZ W 11-18 Introductions and Argument,” 60-62 Conclusions DKH 282-285 Day 35 Thesis Lesson I; Outline Due F 11-20 Exigence! Week Thesis Gauntlet Revised Thesis Due 13 Day 36 M 11-23 Day 37 Online Class: Draft Read your members’ drafts Responses to Group W 11-25 Workshop IA Members English 101: Academic Writing
Day Session Objectives Reading Due Writing Due T 11-26 Thanksgiving Recess! through F 11-27 Week Revision & Reflection Final Draft Position 14 Assignment Paper Due Day 38 M 11-30 Day 39 Revision Exercises W 12-2
Day 40 Reflection Exercises F 12-4 Week Revision & Reflection 15 Day 41 M 12-7 Day 42 CONFERENCES W 12-9 Day 43 CONFERENCES F 12-11 FINALS WEEK SIGNATURE PAGE
Please sign, detach, and return to your instructor this page.
“I acknowledge that I have received and read a copy of the syllabus for Instructor Eleanor Tipton’s English 101:Academic Writing course. I will consult the syllabus in the future for reference on any of the policies listed here and to understand what steps I need to take to follow those policies. I understand that this syllabus represents my contract with the aforementioned teacher.”
Signed: ______
Date:______
Printed Name: ______