English 391: Advanced Composition Real World Asks Big Questions of Rising Graduates

Instructor: Catherine Bayly, Lecturer in UMD Professional & Academic Writing Programs

Office Hours: Tawes 2109; Monday 9-10am, 2-3:00pm; (Virtual) Wednesday 9-10am; Friday 2- 2:30pm (Note: Please make appointments for office hours, as I am frequently running student meetings in my office or elsewhere.)

Best Contact: [email protected] (Note: I use a Canvas course site to post the syllabus, announcements, assignments, etc. Please set your notifications to “immediately” and be sure to provide the email address you use most frequently.)

Meetings: As you know from Testudo, our class will meet Monday and Friday in person. The readings and due dates are on the syllabus. On the days in between, you will have a series of assignments, discussion board, workshops, etc. that will be all be completed virtually. Each will be worth points toward the class—most will have four potential scores to indicate exemplary work, satisfactory work, unsatisfactory work, and failure to submit the assignment.

The readings for virtual days are on the syllabus, and the actual work for those days (aside from assignment due dates) will be open and available to you from Tuesday at noon until Wednesday at 11:59 pm. You’ll need to budget your time as works for you within that window.

Required Text Writing Arguments—Ninth Ed.

Recommended texts A good print dictionary, thesaurus, and style manual (American Heritage or Oxford , Pocket Style Guide, DK Handbook, Little Seagull, etc.)

Web Resources https://www.elms.umd.edu www.engl-pw.umd.edu (the Professional Writing Program’s homepage) www.lib.umd.edu (the University’s library homepage) owl.english.purdue.edu/owl (the Online Writing Lab at Purdue University) Some Great Big Questions:

What does Higher Ed have against motherhood? What is the big deal with adjunct labor in Higher Ed? Why are STEM fields still so often a “Man’s World”? What is causing the current upswing in police brutality and what can students do about it? Why are college campuses becoming “militarized,” and what are the outcomes? Why do American students feel disconnected from politics? What is the best way to adapt technology to the classroom? Do campus diversity initiatives work as intended? Are mental health facilities on campus adequate? What is the relationship between Higher Ed and nutrition? How well is Higher Ed preparing students for the professional world outside?

Course Objectives

In this Advanced Composition course, you will practice the writing/composition skills most often employed in life beyond academia. Our focus will be on adapting previously learned writing and rhetorical skills for “real world” audiences. Specifically, employers consistently say that strong writing skills are of paramount importance when they evaluate potential candidates. It is no wonder, for you will need to produce professional quality documents which reflect on you and your employer. As such, I will expect all of your communication with me to reflect professional formats and conventions, including email.

Our classroom will be a professional environment, so we will often conduct our course in a seminar style, and sit in the round whenever possible—I hope our meetings will be rich in discussion and practical in focus. While I’ve taught composition for years and have much to give you in experience and praxis, I will also expect quite a bit from you. I will trust your intellect and do the work of helping you shape written discourse on the subjects from which you’ve chosen to fashion your life. And, in our classroom and through the trajectory of linked research assignments, I hope you will bring your expert field knowledge to bear on weighty issues in your chosen discipline.

You will have your choice of topic for class research, and we will spend our first weeks establishing interests. I will expect you to take risks and ask (and answer!) challenging questions about the world around you. I will suggest that you choose something with gravitas: a problem you see on campus (i.e. gender politics on campus), in your community (i.e. a public safety issue that needs addressing), or in your chosen field (i.e. reduced funding for humanities). While these topics may include big, abstract, or theoretical underpinnings, they should also address practical, administrative, logistical concerns wherever possible. So, while they may be aligned with work done in your other classes, they will also provide real world, localized solutions. Be prepared to focus on these topics in depth and for extended periods of time. These topics should be meet three criteria at once: 1) genuine interest and imagination, 2) relation to your planned profession, 3) feasibility of potential solutions. Additionally, I’ve shaped this course around evolving genres and mediums. Slam poetry is writing. Think pieces are writing. Public Service Announcements are writing. Web pages are writing. Commercials are writing. Our assignments will not simply be “papers,” because real world writing is not comprised of a string of papers. But argument remains at the core of the pieces we’ll write. We will conducts many forms of research, pitch our ideas to the group, write a digital storyboard, create a website, write an Op-Ed, create a visual argument (either video or print), write job/graduate school application materials, and complete a final proposal to send to a real world audience.

Expect to attend class every day, to write and rewrite your papers, and to read and comment on the writing of your classmates. Goal-wise, you can expect to:

 Analyze a variety of professional rhetorical situations and produce appropriate texts, adapting the text to the knowledge base of the audience

 Produce persuasive texts that reflect the degree of available evidence and take into account counter arguments

 Understand and practice the skills needed to produce competent, professional writing including planning, drafting, revising and editing

 Identify and implement appropriate research methods for each writing task

 Practice the ethical use of sources and the conventions of citation appropriate in your field

 Improve competence in Standard Written English (including grammar, sentence and paragraph structure, coherence and document design) and use this knowledge to revise texts

Essential Course Rules

Rule#1: REDUCE DISTRACTIONS

No cell phones visible in the classroom: As a woman of the 21st century, I understand quite well the siren song of a vibrating iPhone. However, in a professional environment, we must resist the temptation to use indiscriminately. Texting in class is distinctly unprofessional.

Food, etc.: I do understand that our classes all fall around lunch time. So, please eat if you must, but keep your chomping to a minimum, and no three-pointers to the trash can. Those would be distinctly unprofessional.

Rule #2: PROOFREAD. By implementing practices of printing your work, reading aloud, and finding a draft reviewer, you will save yourself time and find places to improve your writing. If you simply read from the computer screen, your eyes auto-correct and you tend to miss many places where you could revise and correct.

1. Every graded assignment must be proofread aloud. 2. Each assignment requires an editing/proofreading draft on which this proofreading exercise was performed. Specifically, you must print a hard copy of your paper, read it aloud (or listen to a friend do so). 3. Complete an in-class draft workshop. 4. Note any errors: typos, inconsistencies, mistakes in grammar, punctuation, mechanics, etc. Include this copy in your final assignment packet and hand in. 5. After doing so, return to your word processor for a final edit. 6. Finally, print a clean copy.

RULE #3: NO LATE PAPERS

In this course (and in life), missing deadlines is frowned upon. Any work turned in late will lose a full letter grade per class meeting. (For example, a paper due Monday that is turned in Wednesday will receive a maximum score of 90%.) This seems very fair. However, I also understand we are all adults in this room and that circumstances arise in which work must be delayed. So I am more than willing to offer extensions to those who ask with good reason and at least 24 hours in advance. Extensions should only be requested when absolutely necessary.

RULE #4: ATTEND

Although we won’t have exams in this class, all course materials and assignments will be addressed in class meeting. Therefore, attendance is mandatory. I expect that students will arrive on time, ready to engage in discussion and take notes during lecture. That said, I know a busy life can mean logistical issues occasionally arise. Therefore, five unexcused absences from course meetings will be allowed. (And I will take attendance daily.) At the sixth absence, your course grade will be reduced by a single letter. (For example, if you have an 87% for the course, but have been absent six times, your final grade will be a 77%.) I do hope this won’t happen.

Similarly, I’ve found that late arrivals truly disrupt the class environment. The late person may miss materials the class has already addressed. So this puts the late arriver at a disadvantage, but the class a whole pays in time wasted. Therefore, every three late arrivals (beyond minute one) count as an absence.

I extend some generosity to you, just as I hope you will extend generosity to me. If for some reason I will miss class, I will communicate as soon as possible and add materials to ELMS/Canvas to add to your learning. And, if you will miss class, I assume you will make arrangements and get missed materials from a classmate. You may want to swiftly find a person you can count on in an emergency absence.

RULE #5: WORKSHOPS MATTER

In this course, each major assignment includes its own draft workshop day. The kind of revision we do on workshop days will highlight (and recall) the major goals of each assignment. So, the revisions won’t just be proofreading—they will include what are called global, or substantive, revisions. We will review papers holistically and discuss their merits as well as places for major improvement.

In my years of teaching composition, I’ve found draft workshopping to be essential to successful writing. Therefore, these workshops are required. At each workshop, I will require full, paper drafts (unless otherwise stated) of the assignment in question. I repeat, full, paper drafts. If you fail to attend a workshop, you will lose a full percentage point for the semester as well as 5% on the assignment. If you attend without a full draft, or with an electronic version, you will still lose 5% on the assignment, but you may still gain points for the workshop. So, even if your draft isn’t up to snuff, please attend workshop.

RULE #6: PARTICIPATE

This semester, you will receive a grade for participation. This grade will reflect your presence in class, your involvement in class discussion, the level of thoroughness and thoughtfulness in your answers, and the degree of respect and maturity you show in communicating with others. Students who are present and on time, involved in discussion, thoughtful and thorough in their answers, and respectful and mature in their interactions will receive high grades in class participation. Students who are frequently absent or late, text or talk during class, do not participate in discussions, are not prepared to answer questions, and/or do not comport themselves respectfully and maturely will receive low marks for participation.

I find participation is hard to quantify, as students feel varying levels of comfort talking aloud. Therefore, I will assess participation on several unannounced days throughout the semester. Some will be class discussion, some will be responses to texts, and some will be small group work. If you are anxious about speaking aloud (as I was as a student), please speak to me about this. And perhaps we can find ways to encourage you sharing your thoughts.

Also, as part of your participation, I’ll be assessing all virtual days. Students can earn up to 10 percentage points for exemplary participation on these days.

Assignments and Grade Breakdown  PSA/MiniDoc, plus Script and Six Annotations, 10%

 Website and Six Annotations, 15%

 Op-Editorial (& Visual Component), 15%

 Cover Letter/Personal Statement and Resume, 10%

 Formal Proposal Assignment, 20%

 Draft Workshops & Editorial Conferences, 5%

 Virtual Meetings & Participation, 10%

 Five Course memos, 10%

 Self-reflective writing, 5%

The Professional Writing Program requires each student to compose approximately 25 pages of original writing (6,250 words); the assignments for this course are in compliance with this page requirement.

Collaboration: In this class, you will often collaborate with others. In fact, your first and last projects will be completed together. While you’ll diverge on the three central projects, I will expect you to function as collegial sounding boards and editorial/research partners.

Portfolios After I hand back your formal writing assignments with my comments and your grade, it is your responsibility to keep these papers, along with my written comment sheets, in a safe place in case you wish to discuss the paper with me. Additionally, please keep all final drafts of papers in an electronic portfolio (folder) because you may be required to turn these papers into me with the final draft of your fourth paper. You may also need to turn in the paper copies of the rubrics for each paper. This portfolio helps me to see your progress over the course of the semester as I determine your final course grade.

Grading Your grade for this course will be based on five formal writing assignments, less formal writing assignments assigned for homework or in class, including a paper proposal, participation in class, and participation in draft workshops, which will coincide with the five formal assignments.

Each of these grades will be accompanied by feedback, both in the margins of your work and via a rubric built around assignment objectives. Please save all these documents (as well as workshop comments with class feedback) to inform your future work.

Because this course is designed to help you write for the professional world, I have provided both an academic and a “business-friendly” definition of letter grades. Written assignments and performances will be evaluated and grades assigned using the following scheme:

ACADEMIC DEFINITION OF GRADES/BUSINESS-FRIENDLY DEFINITION OF GRADES

A=Work shows superior/excellent mastery of the subject and outstanding scholarship.

A= Work is ready to be published both internally and externally. Needs only a few very minor edits (a word deleted or a comma inserted, etc.) A supervisor would be excited by this piece, thrilled even, and accept it eagerly. Related to this, the piece fully accommodates the specific audience, and there are no questions concerning readership. The research is thorough and of high quality; quotes are integrated smoothly; attention to detail is evident.

B=Work shows above average, better than most, good mastery of the subject and good scholarship.

B=Work is high quality, and a supervisor would ask you to revise it again and resubmit it. Supervisor feels strongly or hopes that one more edit might put the piece into his “yes” pile. An editor probably would be able to publish the piece and would gladly work with you again.

C=Work is average, not bad, but not quite there yet

C=Work needs several edits. Supervisor feels this piece would work only after several edits. Usually editing is needed in several areas – for example, punctuation, audience accommodation, inadequate research, poor citation, and content issues. Supervisor would not accept the piece for distribution in its current incarnation and may suggest you take a course to brush up on your skills.

D=Work shows borderline understanding and marginal performance.

D=Work has a major flaw, or several major flaws. For example, the audience is all wrong for this particular piece, the research is skimpy, and there are numerous wording and grammar errors. Supervisor would not accept this as a finished product and may put you on notice and demand you take an English refresher course.

F=Work shows a failure to demonstrate understanding of the subject and unsatisfactory performance.

F=Supervisor would not accept this and would not work with you again.

Minus (e.g. A-) Plus (e.g. A+)

A 90 to 93.9 94 to 96.9 97 and above

B 80 to 83.9 84 to 86.9 87 to 89.9

C 70 to 73.9 74 to 76.9 77 to 79.9 D 60 to 63.9 64 to 66.9 67 to 69.9

Important Miscellany

Honor Pledge You will be asked to write and sign the Honor Pledge, a statement of integrity, on each formal paper you turn in for this class. For Professional Writing, the Honor Pledge is as follows:

I pledge on my honor that I have not given or received any unauthorized assistance on this assignment.

Paper Submission Requirements You will notice that the assignment schedule includes two dates for the major written assignments. These dates reflect draft and final versions. Both drafts and final papers will need to be in hard copy. Consult assignment sheets for all specifications.

Disability Services 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. 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.

Final Note If you have any questions about this course, its policies or procedures, the writing assignments, etc., do not hesitate to come and speak with me. I look forward to our work together this semester.

Schedule of Readings and Assignments

Please consult the syllabus frequently, because it includes important deadlines, general daily plans, readings, critical thinking questions, and links to wonderful resources. I trust you will come to class daily, face-to-face or virtually, familiar with the materials below. Week One: Welcome to the Course!

Monday, August 29: Get to know each other and the course!

o Task: Buy the book. "Writing Arguments, Ninth Ed." (WA)

Virtual Period: Examining Our Course

o Read: http://grammar.about.com/od/advicefromthepros/a/maughamwrite.h tm and http://www.psychologytoday.com/blog/fixing-psychology/201409/why- academic- writing-sucks

o Task: Review this syllabus and our ELMS page. Contact CB with any questions.

o Task: Discussion Board #1: Academic & Professional Writing

Friday, September 1: Rhetorical Triangle in Professional Writing

o Read: WA Chapter Three, "The Core of An Argument"

o Watch: "Miles to Go Before I Sleep" and "The Most Astounding Fact"

Week Two: Conjecturing about "Real World" Problems

Monday, September 5: Class Cancelled - Happy Labor Day!

Virtual Period: Begin to Consider Professional Topics and Arguments

o Read: WA Chapter 11 "Definition and Resemblance Arguments"

o Task: Discussion Board #2: Multimodal Professional Writing & The Issues That Matter

Friday, September 9: Introduce Public Service Announcement (PSA)/Mini- Documentary & Group up!

o Read: Public Service Announcement/MiniDoc

o Task: Begin to think about real world problems you might want to work on solving in this class. Begin hypothesizing and reading popularly about their existence and the facts that surround them. Choosing a problem that is exigent and that you can imagine solving will be important to this class. Week Three: Important Class Concepts

Monday, September 12: Introduce Memos/Memo #1 and Stasis Theory o Read: WA Chapter 10 – An Introduction to the Types of Claims

o Read: https://owl.english.purdue.edu/owl/resource/590/1/

o Task: Using stasis theory, we'll discuss the questions you'll need to ask to prove your major claim. Come in with some ideas about these questions.

o Task: It's time to begin a googledoc with your workgroup, if you haven't yet.

Virtual Period: Field Research Day

o Read: Tips and Tricks for Designing Surveys

o Read: WA Chapter 2 – Argument as Inquiry : Reading & Exploring (only pages 23- 36)

o Task: Find an expert in your field to talk to about your issue. This can be someone in an academic department or a business owner, or a doctor, or a non-profit administrator. The person you choose is up to you--and you can contact that person via phone, email, or face- to-face. Consider recording these items, if appropriate. Either way, use this time between Monday's Class and the weekend to get this in order.

o Task: Conduct street interviews/surveys. These can either be a list of yes-or-no questions, rating scales, or subjective answers. But they should determine how broad your issue is, or how much students/community members know about your issue. You will likely want to hit the streets to do this, but you can also take advantage of other modes (like google surveys or surveymonkey, etc.). If you are interviewing people, consider taking pictures or video where appropriate. Remember, this is a visual, aural, and written assignment. You'll need visuals to fully source it!

o Task: You'll also want to begin working on your print resources. This should be 3 articles, and at least one should be scholarly.

o Task: Discussion Board #3: PSA/Storyboard Research

Friday, September 16: Thesis and Annotations

o Task: Bring in a workgroup thesis statement for your PSA/MiniDoc project. In this assignment, this is more like a statement of purpose, or a concise description of the major argument underlying your project. Is there a lack of awareness about your issue? Or is there a major issue that needs to be exposed? Or is there a lack of action?

o Task: Bring in two sources per workgroup, one print and one personal/expert. We'll work on annotation writing.

o Submit: Course Memo #1 Week Four: Using the Rhetorical Appeals to Create Our PSA/Minidocs Monday, September 19: Begin Actual Storyboards

o Task: Choose a technology that will work for your group.

o Task: We'll discuss options for design plans, and you should come in with some idea of the design you'd like for your PSA/Minidoc. It's a good idea to bring a laptop!

o Task: Continue researching to meet your source requirements.

Virtual Period: Smart Rhetorical Storytelling

 Read: WA Chapter 16 – Incorporating Sources into Your Own Argument (pages 370-377 only)

 Watch: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_ story?language =en

 Task: Discussion Board #4: Digital Storyboard Presentations and Design

Friday, September 23: Example, Working Lab, & Mini-Conferences

o Task: Your PSA/Minidoc should be well underway. You should have a design plan/script in place, a technology chosen, images sources, and research done. The design plan should be complete, and you should be ready to assemble the presentation. You should give good thought to all four rhetorical appeals as you assemble these.

o Consider: CB will walk around to conference with students--be ready to share with me your major concerns. A sign up sheet for questions may go around in advance. Week Five: Finish the PSA/Minidoc, on to Website

Monday, September 26: Example, Working Lab, & Mini-Conferences

o Task: Your PSA/Minidoc should exist in some way. There should be elements on the technology you've chosen. While my major concern is rhetorical efficacy and soundness, I'd also like to see some visual or aural interest for your audience. Now is the time to add these things.

o Consider: CB will walk around to conference with students--be ready to share with me your major concerns. A sign up sheet for questions may go around in advance.

Virtual Period: Presenting PSA/Minidoc to your Classmates

o Task: Discussion Board #5: PSA/Minidoc Workshop o Consider: You should be nearly done with your PSA/Minidoc. Be ready to accept class feedback and make adjustments accordingly! Classmates, consider carefully advising groups on how to make changes, as well as what changes to make.

Friday, September 30: Introduce Website Examining Cause & Weebly

o Read: Website Examining Cause

Week Six: Style in Web Design and Web Content Writing

Monday, October 3: Sample Websites and Memo #2

o Read: WA Chapter 12 – Causal Arguments

o Read: Course Memo #2

o Submit: Public Service Announcement/MiniDoc

o Submit: Reflective Writing 1: PSA/MiniDoc

Virtual Period: Design Options/Affordances for Website

o Task: Discussion Board #6a: Weebly Scavenger Hunt

o Task: Discussion #6b: The Best of Sites and The Worst of Sites

o Task: Establish Weebly Account/Website. No content is necessary, but you’ll need the skeleton (pages, etc.) of your Weebly site to be in place. You can consider and play around with design concepts. Remember that visual coherence and ease of utility are major necessities and opportunities in professional rhetorical writing.

Friday, October 7: Stylizing Your Web Writing

o Read: http://www.vox.com/2015/10/3/9444417/gun-violence-united-states- america

o Submit: Course Memo #2

o Task: Bring your laptops and any draft materials, which should include an About page and any souces.

o Consider: Think about your production schedule and which day will work best for you to conference with CB and your classmates. Look to Monday and Friday of Week 7 to see what these conferences will look like. Week Seven: Website Labs & Mini Conferences Monday, October 10: Website Labs and Mini Conferences

o Task: Your About page and one argument page should be constructed on your Website.

o Task: Those who conference today will meet with CB and one other classmate. You will be required to present the materials above and come ready to defend your project and ask substantive questions about moving forward. You will need to present this information professionally, coming prepared with notes and talking points.

o Consider: If you aren't conferencing today, you will have the chance to work in class on your site, and collaborate with classmates.

Virtual Period: Written Class Feedback

o Task: Discussion Board #7: Partial Draft Workshop - Website

Friday, October 14: Website Labs and Mini Conferences

o Task: Your About page and (A) two argument pages plus annotations or (B) three argument pages should be constructed on your Website.

o Task: Those who conference today will meet present to a mid-sized focus group. You will be required to present the materials above and come ready to defend your project and ask substantive questions about moving forward. These will be formal meetings, where you are expected to present yourself as a professional working toward a public finished product. You will be leading these sessions.

o Consider: If you aren't conferencing today, you will have the chance to work in class on your site, and collaborate with classmates. Week Eight: Beginning the OP-ED

Monday, October 17: Introduce the OP-ED and Memo #3

o Read: Op-Ed Piece Critiquing Action

o Read: http://www.huffingtonpost.com/rev-emily-c-heath/redskins-and- respect-a-li_b_4178743.html

o Submit: Website Examining Cause

o Submit: Reflective Writing 2: Website

Virtual Period: Look at OP-ED examples o Read: WA Chapter 8 – Analyzing Arguments Rhetorically

o Read: http://www.diamondbackonline.com/opinion/fight-the-mental-health- stigma/article_e482ce98-024e-11e4-893f-0017a43b2370.html

o Task: Read the newspaper, both op-eds and editorial/political cartoons. Consider style in these pieces.

o Task: Discussion Board #8: Op-Ed Examples

Friday, October 21: OP-ED Hallmarks and Styles

o Task: Bring in an op-ed piece of your choosing from the paper, either print or electronic. Look at several and choose one that you consider an inspiration piece. Carefully consider style in these pieces.

o Task: Compose and bring to class an opening paragraph, with a plan for how that creative piece will both (A) engage your audience, and (B) allow them to come to fresh insights throughout the piece.

o Read: WA Chapter 13 Evaluation and Ethical Arguments Week Nine: Counterarguments & OP-ED Visual

Monday, October 24: Counterarguments in the OP-ED Piece

o Read: WA Chapter 7 – "Responding to Objections and Alternate Views"

o Task: Bring in several counterarguments you think you'll need to address

Virtual Period: Visual Argument

o Read: WA Chapter 9 – "Analyzing Visual Arguments"

o Task: Discussion Board #9: Principles of Visual Design

Friday, October 28: Draftwork on (and Critique of) Your Visual Design

o Task: Bring in a detailed labeled pencil sketch of your visual idea, or more if you've got more already planned out. Week Ten: Finishing the OP-ED, onto to the Application Assignment

Monday, October 31: Draft Workshop OP-ED

o Task: Bring a full-length, printed paper copy of the complete OP-ED and visual

Virtual Period: Introduce the Application Assignment, OP-ED due o Task: Revise your OP-ED and visual based on class feedback

o Read: Cover Letter/Personal Statement and Resume

o Task: Discussion Board #10: The Job You Want

Friday, November 4: Job Letters & Personal Statements

o Task: Bring in the job listing for the current vacancy you’d like to fill, or the application to the school of your choice.

o Submit: Op-Ed Piece Critiquing Action

o Submit: Reflective Writing 3: Op-Ed Week Eleven: Application Assignment Workweek

Monday, November 7: Resume Development

o Read: "A Glimpse and a Hook"

o Task: Bring in resume notes or a drafted resume and your job/school listing.

Virtual Period: Turning your resume skills into a cover letter

o Task: Discussion Board #11: Mythology of Self (with Rationale)

Friday, November 11: Introduce the Formal Proposal Assignment

o Read: Formal Proposal Assignment

o Read: Writing Arguments – Chapter 14 (Focus on pgs 316 – 318 and pg 328)

o Consider: Think of a potential thesis, or a statement of action or purpose for the proposal. What will you plan to do to solve the issue you've identified? Will you recommend a facebook or twitter campaign? Will you recommend an event, or a lecture series? Will you recommend a community partnership? These solutions should be targeted to a discrete audience and feasible given the constraints of the class. We'll discuss the parts of a formal proposal in class.

o Consider: Think of your schedule for the next week and when ysou'll want to conference with CB. Check out Week 12's schedule to get a sense of what will be required of you on each respective day. Conference sign ups with be made available today. Week Twelve: 30 minute Conferences All Week (Location TBA) Monday, November 14: No class. For these conferences, you'll need to block off 40 minutes. (1) You'll work for 30 minutes in a focus group of five (or so) classmates on your ideas for your formal proposal. Working pairs should schedule conferences at the same time, so they can present ideas together. You'll need to professionally present your thesis or action idea for the final proposal. (See the "Consider" above.) You should also know your audience and be able to discuss their interests. Classmates should come prepared to think critically and constructively! (2) You'll spend 10 minutes working one-on-one with CB on your application materials. Come prepared with complete and marked drafts and specific questions, so we can use the most of our time!

Wednesday, November 16: No class. For these conferences, you'll need to block off 40 minutes. (1) You'll work for 30 minutes in a focus group of five (or so) classmates on your ideas for your formal proposal. Working pairs should schedule conferences at the same time, so they can present ideas together. You'll need to professionally present your thesis or action idea for the final proposal. By this day, you should also have several reasonable claims researched and you should be ready to discuss why those positive arguments will convince your audience to act on your proposal. Classmates should be prepared to think critically about these ideas. (2) You'll spend 10 minutes working one-on-one with CB on your application materials. Come prepared with complete and marked drafts and specific questions, so we can use the most of our time!

Friday, November 18: No class. For these conferences, you'll need to block off 40 minutes. (1) You'll work for 30 minutes in a focus group of five (or so) classmates on your ideas for your formal proposal. Working pairs should schedule conferences at the same time, so they can present ideas together. You'll need to professionally present your thesis or action idea for the final proposal. By this day, you should also have several reasonable claims researched and you should be ready to discuss why those positive arguments will convince your audience to act on your proposal. You should also have a sense of several researched counterarguments, or potential objections your audience may have. Classmates should be prepared to think critically about these ideas and deepen their groupmates' analyses.. (2) You'll spend 10 minutes working one-on-one with CB on your application materials. Come prepared with complete and marked drafts and specific questions, so we can use the most of our time! Week Thirteen: A Little Work & Mostly Feasting

Monday, November 21: Sample Proposals

o Read: WA – pgs 330-338

o Submit: Cover Letter/Personal Statement and Resume

o Submit:Reflective Writing 4: Cover Letter/Personal Statement & Resume

Virtual Period: Class Cancelled - Happy Thanksgiving! o Task: You should complete your research for the formal proposal, ensuring you meet all requirements. Read to gain a complete understanding of your problem, solution, and the many facets of justification and objections. You should have your paper basically outlined by the time we return from break.

Friday, November 25: Class Cancelled - Happy Thanksgiving!

o Task: You should complete your research for the formal proposal, ensuring you meet all requirements. Read to gain a complete understanding of your problem, solution, and the many facets of justification and objections. You should have your paper basically outlined by the time we return from break. Week Fourteen: Proposal Work-share and Writing Lab (Note: This week, each class day will follow the same format, We'll share a section of our papers, discuss the next segment, and have drafting time.)

Monday, November 28: Problem Work to Solution

o Task: Compose and bring in a drafted "Problem" section.

o Consider: What will be included in your concrete "Solution" section. This is just the whatand some of the how. The why or why not comes later.

Virtual Period: Drafting Day

o Task: Discussion Board #12: Drafting and Problem Solving

Friday, December 2: Solution Work to Justification/R2O

o Task: Compose and bring in a drafted "Solution" section.

o Consider: Troubleshooting & Justifying your solution. What are the potential pitfalls? What are the hidden costs? What problems will you need to anticipate in the “The Justification.” (Remember, you did this research over break, so you'll just put it all together now.) Week Fifteen: Draft Work and Workshop

Monday, December 5: R2O Work and Conclusion

o Task: Compose and bring in a drafted "R2O" section.

o Consider: Troubleshooting & Responding to Objections regarding solution. What are the potential pitfalls? What are the hidden costs? What problems will you need to anticipate in the “R2O.” (Remember, you did this research over break, so you'll just put it all together now.) Virtual Period: Final Q&A

o Task: Discussion Board #13: Final Q and A

Friday, December 9: Draft Workshop

o Task: You'll need a fully complete, printed paper draft of this assignment for full credit. This draft should be professional, and your interactions with classmates should be both critical and constructive. Week Sixteen: Done-Done

Monday, December 12: Final Day

o Submit: Formal Proposal Assignment

o Submit: Reflective Writing 5: Proposal