English 390.1501 and English 390.1505: Science Writing

Section #1501 T/Th 3:30 - 4:45 pm 1105 Tawes

Section #1505 T/Th 5:00 - 6:15 pm 0207 Tawes

Fall 2017

Instructor: Robin Allen-Klein Email: [email protected] Subject line: Engl390 and section #

Office hours: Tuesdays/Thursdays 2-3pm Tawes Hall 1232 and by appointment

Enterprise Learning Management Systems (ELMS): www.elms.umd.edu

PWP phone: 301-405-3762

English 390 is designed for students who are preparing for graduate study and/or careers in the biological, physical or social sciences. It satisfies the Professional Writing requirement for undergraduates. This class prepares you as scientists to communicate technical information to your peers, government agencies, non-profits, public policymakers, students and the general public.

Course Policies

Prerequisite: English 101 or equivalent and a minimum of 60 credits.

All Professional Writing Program classes require at least six graded assignments consisting of a minimum of 25 pages of original writing. All formal assignments must be submitted for eligibility to pass the course. This course has a heavy in class and out of class time commitment required for success. Please note this course has an attendance requirement.

Required Text and Materials:

Penrose, Ann M., and Steven B. Katz. Writing in the Sciences: Exploring Conventions of Scientific Discourse. Boston:

Longman, 2009. ISBN-10: 0205616712.

Please bring to class a laptop computer. Maintain your materials in a 1 inch, 3 ring binder with 5 dividers Accessibility Statement

The University of Maryland is committed to ensuring the full participation of all students in its programs. If you have a documented disability (or think you may have a disability) and, as a result, need a reasonable accommodation to participate in this class, complete course requirements, or benefit from the university’s programs or services, contact the

Office of Disability Support Services (DSS) as soon as possible. To receive any academic accommodation, you must be appropriately registered with DSS. The DSS works with students confidentially and does not disclose any disability-related information without their permission. For further information about services for students with disabilities, please contact the DSS.

Office of Disability Support Services

0106 Shoemaker Building

301-314-7682 or [email protected] http://www.counseling.umd.edu/DSS/

If you do not have a documented disability, remember that other support services, including the Writing Center and the

Learning Assistance Services Center are available to all students. (http://www.counseling.umd.edu/LAS)

Academic Accommodations for Students Who Experience Sexual Misconduct

The University is committed to providing support and resources for students who experience sexual or relationship violence as defined by the University's Misconduct policy. To report an incident and/or obtain academic accommodation, contact the Office of Civil Rights and Sexual Misconduct at 301-405-1142. As responsible university employees, faculty are required to report any disclosure of sexual misconduct. For more information, http://www.umd.edu/ocrsm/

Social Justice Statement (see Handbook Appendices p. 35)

The University of Maryland is committed to social justice. I concur with that commitment and expect to maintain a positive learning environment based upon open communication, mutual respect, and non-discrimination. Our University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color, or national origin.

Any suggestions as to how to further such a positive and open environment in this class will be appreciated and given serious consideration.

In this class, we will be providing feedback to one another, discussing ideas and encouraging critical and creative thought.

I expect a diversity of perspectives and we will maintain an open and accepting environment. Participation in discussions and peer editing is required. Course Description

This course satisfies the University’s requirement that undergraduate students complete a course for audiences outside the academic atmosphere. Students taking this course should be interested in learning and writing about science.

Learning Outcomes: Upon completing this course, students can expect to:

 Analyze a variety of professional rhetorical situations and produce appropriate texts in response

 Understand the stages required to produce competent professional writing through 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 to each genre

 Write for intended readers of a text and design or adapt a text to audiences who may differ in their familiarity with

the subject matter

 Demonstrate competence in Standard Written English, including grammar, sentence and paragraph structure,

coherence and document design (including the use of the visual), and use this knowledge to revise texts

 Produce cogent arguments that identify arguable issues, reflect the degree of available evidence and take

account of counter-arguments

Classroom Procedures

Canvas (ELMS)

I will be communicating with you through Canvas and email. Please check Canvas (ELMS) daily for announcements.

Make certain that you have an accessible email account (not full).

Attendance

Regular attendance is required.

English 390 is considered a studio course so you are expected to attend all class meetings and have assigned readings and homework assignments done. Absences due to illness, religious observances and family emergencies may be excused. Please let me know via email or Canvas at least two weeks prior to the religious observance that you will be missing class on a particular date. If possible, notify me prior to class if you are absent due to illness or an emergency, and specify the reason for the absence. In the event of an absence, you are still responsible for the material that was covered in class that day. If you have an absence on a day when a final assignment is due, please submit to Canvas and then bring other paperwork to the next class meeting. I follow the University of Maryland Faculty Senate’s policy on “excused absences” such that legitimate reasons for missing a class include regularly scheduled, University-approved curricular and extracurricular activities; medical illness; and religious observances. http://www.health.umd.edu/sites/default/files/Medical_attestation_5-2016.pdf

Please provide written documentation from a health care provider if absent from consecutive classes. The written paperwork does not need to state the reason for the absence, just the dates that illness prevented you from attending.

Note on Flu Season Policy: No one should endanger themselves or others by attending class when they are sick. Anyone experiencing flu-like symptoms should not come to class. The only requirement is that the instructor must be notified by email prior to the class missed. All such cases will be granted a no-penalty excuse from class. No doctor’s note is required. Appropriate accommodations will be made for missed assignments.

Unexcused absences result in zero for class participation for the day, thus lowering your final grade in the course. You may make up one class activity per semester by visiting the Writing Center or the Career Center for a review of your work.

Active participation in the course is required with much of the work being collaborative. Active participation means that you are prepared for the day’s activities, ready to contribute to class discussions and in class activities.

Tardiness

Coming to class late is not respectful, and in the work world, not tolerated. At the same time, I understand that this campus is quite large and you may sometimes have difficulty getting to class on time. If you do enter the classroom after class has begun, please take your seat quietly and do not disrupt the class. Realize that activities you miss due to a late arrival result in a zero and this affects your final grade.

Late Assignments

Assignments are due at the beginning of class. Papers turned in late without permission will be penalized 10% for every class period that they are late. This means that if a paper was due at 2:00 pm on Tuesday and you submit it at 3:00 pm, it loses 10%. Please note that a hard copy as well as submission to Canvas is required.

Electronics

I expect your full attention to the class content and discussions. If you are awaiting an important phone call, put your phone on vibrate. Leave the room quietly if calling or texting is necessary. Activities in class require your involvement, please be respectful of others. I have required laptop availability. If you do not have one, you can arrange through the

English Department for access. I request you stay off social media sites during class time. Academic Integrity

Dishonesty has no place in an institution of higher learning. Dishonesty includes cheating, plagiarizing, fabricating information or citations, facilitating dishonest acts by others, or submitting work used in a previous class. Occasionally, students who have not carefully studied citation conventions may find themselves accused of dishonesty when in fact, they simply were not aware of proper citation standards. It is your responsibility to become knowledgeable about standards for academic integrity. The Student Honor Council has a tutorial on academic integrity at this link: http://www.academicintegrity.umd.edu/AI/Default.aspx

Code of Academic Integrity and the Honor Pledge

The University of Maryland is one of a small number of universities with a student-administered “Code of Academic

Integrity and Honor Pledge” http://www.orientation.umd.edu/VirtualFolder/Code of Academic Integrity Handout 2014.pdf

The code prohibits you from cheating, plagiarizing papers, submitting the same paper for credit in two courses without permission of both instructors, buying papers, submitting fraudulent documents, and forging signatures.

Following University Senate recommendations, I ask you to write the following signed statement on each major writing portfolio you submit for this course:

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

Compliance with the Code is administered by the University of Maryland Student Honor Council, which strives to promote a “community of trust” on the College Park campus.

College of Arts and Humanities Civility Statement

The College of Arts and Humanities values vigorous intellectual debate within a diverse community. Therefore, as dean I expect this college to be a diverse, open and tolerant arena within which all ideas, whether popular or not, may be freely discussed without rancor. Demeaning, intimidating or threatening behavior is unacceptable and contrary to our ethical principles and basic values. Under various circumstances, such behavior is also contrary to university policy. The college should take the lead in producing, and take pride in sustaining, an environment that is characterized by tolerance, respect and civility. This should be the hallmark of a college that welcomes and values diverse perspectives, intellectual pluralism and the free and open exchange of ideas. Every member of this community—staff, faculty, leadership, supervisors and students within the college—is responsible for promoting such an environment and supporting these expectations. Bonnie

Thornton Dill Grades

Your final grade will be determined by the grades you receive on written and in-class assignments, according to the following weighting:

Portfolio 1: Preparing a Professional Application (includes cover letters, statement of purpose and resumes) 15%

Portfolio 2: Communicating Complex Information

(includes writing for science and non science audiences as well as technical instructions)

Portfolio 3: Analyzing Published Research (includes analysis of Science Literature)

Portfolio 4: Contributing to Academic Conversations (proposal, abstract and presentation of literature review) 15%

Participation includes group journals, homework, reflective writing, quizzes, peer reviews, and other activities 15%

Please access the course ELMS site for complete details on assignments due this semester. This class is about the process of writing. Every assignment will have several steps, including handing in a first draft, followed by a final version to be graded. The draft is a participation grade and you will receive comments which you will use to revise and edit for the final document.

You will need one file folder to save all of the materials used to complete your assignments – this means notes, outlines, first draft (hardcopy) with my comments, peer comments, and the final revised document. You will hand in all of these materials to me when your assignment (portfolio) is due. You must hand in all of the first drafts in order to earn full credit for your assignment. Once the material is handed back, please put all of these materials in your three ring binder. This binder will be collected for a participation grade at the end of the semester, and must include all materials.

I do not accept assignments by email. You may submit to Canvas, but for credit, you must bring in a hard copy.

The following grading scale is used to calculate assignment grades:

A+ A A- B+ B B- C+ C C- D+ D D- F 93% 90% 87% 83% 80% 77% 73% 70% 67% 63% 60% 0-59% Major Writing Portfolio Assignment criteria:

Exemplary work. The text demonstrates originality, initiative, and rhetorical skill. The content is mature, thorough, and well-suited for the audience; the style is clear, accurate, and forceful; the information is well-organized and formatted so A that it is accessible and attractive; genre conventions are effectively used; mechanics and grammar are correct. The text is well-edited, well-written, well-argued, and well-documented and requires no additional revisions. Good work. The text generally succeeds in meeting its goals in terms of audience, purpose, and rhetorical skill without B the need for further major revisions. The text may need some minor improvements in content, presentation, or writing style/mechanics. Satisfactory work. The text is adequate in all respects, but requires some substantial revisions of content, presentation, or writing style/mechanics; it may require further work in more than one area. For instance, central ideas may generally C be apparent, but may often lack adequate explanations, rhetorical analysis, or documentation necessary for different audiences and purposes. Unsatisfactory work. The text generally requires extensive revisions of content, presentation, writing style, and/or D mechanics. The writer has encountered significant problems meeting goals of audience, purpose, and acquiring command of rhetorical principles. Failing work. The text does not have enough information, does something other than is appropriate for a given situation, F or contains major and pervasive problems in terms of content, presentation, or writing style/mechanics that interfere with meaning. A failing grade is also assigned to plagiarized work.

Each portfolio will receive a grade based on how well it demonstrates that you collected and analyzed information and

produced drafts and revisions that take into account the feedback that you received on drafts and your own process of

critical thinking.

You will receive a detailed assignment sheet for each of the assignments in the four portfolios, which will give specific

instructions for completing the assignments. These assignment sheets are also available on ELMS (Canvas).

Reflective Writing

As you will see in the course schedule, you will be composing several different short reflective writing and homework

assignments (one single-spaced page each) throughout the semester. Many of these writing activities give you the

opportunity to begin inventing and organizing material for your major writing projects, and it gives me the opportunity to

provide feedback and suggestions on those writing projects along the way.

Type and print your responses for reflective writing and homework, unless otherwise notated. Use single-spacing and 1”

margins; clearly label your page with your name, the date, and a brief phrase that describes the writing prompt (e.g.,

“Reflective Writing #1” or “Technical Definition Planning Worksheet”). As much as possible, please limit your typed, written

responses to one single-spaced page.

Submit your writing to me at the beginning of class on the assigned due date.

Reflective Writing criteria: Superior performance in reflective writing shows a clear initiative to learn through analyzing your writing performance in the course. Each reflective essay is posted on time and with attention to detail. Each reflective essay presents a fully developed discussion of your writing experiences, skills, and knowledge for the period under discussion, A complete with specific examples and descriptive details. Each reflective essay not only describes in detail the writing you have done, but also analyzes that writing, providing a new perspective or insight on some relevant aspect of your professional writing skills. Strong performance in reflective writing demonstrates active engagement in your learning for the course. Each reflective essay is posted on time and with attention to detail. Each entry presents a fully developed discussion of B your work for the particular period under discussion, complete with specific examples and descriptive details. Reflective essays do not always analyze your writing and writing experiences, and they do not always add new perspective or insight on some relevant aspect of your writing experiences or strategies. Satisfactory performance in reflective writing demonstrates consistent, acceptable written work. You completed all reflective essays, and most of these essays were posted on time. Each reflective essay presents an adequate C discussion of your writing and writing-related activities, one that give readers a basic understanding of the learning you have done and writing abilities you have developed or refined. Most reflective essays, though, could be more fully developed with thoughtful analysis and supporting details. Weak performance in reflective writing demonstrates inconsistent written work. Some reflective essays are not posted; other reflective essays are not posted on time. Reflective essays give readers only a basic description of the D writing and learning you have done in the course. Reflective essays lack details, and they provide only a superficial analysis of your writing and learning in the course. Unacceptable performance in reflective writing shows ineffectual work. A majority of your reflective essays have not F been posted on time, if at all. Reflective essays give readers little or no understanding of the work you have done in the course. Reflective essays contain few details and no analysis of your writing and learning in the course.

Participation and Homework Activities

This course has reading that needs to be done when assigned. Please be prepared for discussion and activities related to the homework, readings or other exercises assigned. This contributes to the positive movement of the course. Students who arrive on time with their work earn the higher grade.

Draft workshops require a complete draft for full credit. A student is expected to come prepared with a hard copy of a draft as well as be ready to share helpful suggestions for other student’s writing.

Group journals, outside conferences, reading or style exercises and quizzes are all part of the participation grade. Of special note this semester, the three ring binder is a participation grade.

Participation and Homework Activities criteria:

Superior participation shows initiative and excellence in written and verbal work. The student helps to create more effective discussions through her or his contributions. Reading and writing assignments are always completed on time A and with attention to detail. Interaction and collaboration with peers is tactful, thorough, specific, and often provides other students with a new perspective or insight. Strong participation demonstrates active engagement in written and verbal work. The student plays an active role in the B classroom but does not always add new insight to the discussion at hand. Reading and writing assignments are always completed on time and with attention to detail. Interaction and collaboration with peers is tactful, specific, and helpful. Satisfactory participation demonstrates consistent, satisfactory written and verbal work. Overall, the student is prepared C for class, completes assigned readings and writings, and contributes to small group and large class discussions. Reading and writing assignments are completed on time. Interaction and collaboration with peers is tactful and prompt. Weak participation demonstrates inconsistent written and verbal work. The student may be late to class, unprepared for D class, and may contribute infrequently or unproductively to classroom discussions. Reading and writing assignments are not turned in or are insufficient. Interaction and collaboration with peers may be lacking, disrespectful, or off-topic. Unacceptable participation shows ineffectual written and verbal work. The student may be excessively late to class, regularly unprepared, and not able to contribute to classroom discussions or small group workshops. This student may F be disruptive in class. Reading and writing assignments are regularly not turned in or are insufficient. The student has a pattern of missing class, being completely unprepared, or being disruptive.

Outside Resources:

Please consider taking your ideas and your written work to the Writing Center, where trained peer tutors will consult with writers about any piece of writing at any stage of the writing process. The Writing Center is located in 1205 Tawes Hall.

You can schedule appointments with the Writing Center in three different ways:

Phone: 301.405.3785 Email: writadmin @ umd .edu

Scheduling Website: https://umd.mywconline.com/

For more information about Writing Center programs as well as for materials to help you negotiate various stages of the writing process, visit the center’s website: http://www.english.umd.edu/academics/writingcenter .

Emergency Protocol:

If the university is closed for an extended period of time, then curriculum and work will migrate to ELMS (Canvas).

Course Schedule - This will change. Students will be advised of changes via Announcements in ELMS (Canvas)

Writing Assignment Week Dates Topic Readings Due 1 8/29 Course Introduction: Reading Due: Joe Schall’s online Sun 9/3: Reflective Activity & General Rubric book Writing Personal #1 Due 8/31 Rhetorical analysis, Statements Online, Chs. 2 and 3 electronic submission only definitions Introduce Reflective Activity#1 Introduce Portfolio 1

Search for positions, analyze ads and companies; analyze personal statements

Analyze cover letters, resumes, CVs Search for positions, analyze ads and T 9/5: Labor Day companies; analyze Joe Schall’s online book Style for personal statements Students Online, Ch. 8 Th 9/7: draft of resume and

(“Resumes”) and Ch. 9 (sections 2 sections of memo with Analyze cover letters, on “Writing Cover Letters” and printout of job description 2 resumes, CVs 9/7 “Sample Cover Letters”). due Peer editing of hard copies required for full personal statements, Discussion 1 opened: participation credit cover letters, resumes Language Formality Peer edit and review

Clarity, diction

3 9/12 Communicating Penrose & Katz, Ch. 1: Science T 9/12: & science to the general as a Social Enterprise draft of resume and 2 9/14 public sections of memo with printout of job description Accommodating the due audience hard copies required for full participation credit Scientific Peer edit and review communication Th 9:14: Reader expectation draft of personal statement theory or cover letter due: peer edit and review hard copies required for full participation credit

T 9/19: Final documents for Portfolio 1 are due Hard copies of documents Audience analysis must be received by the Penrose & Katz, Ch. 8, beginning of class in folder Communicating with Communicating with Public 9/19 with honor code non-scientific Audiences (pp. 198-222) 4 & compliance. audiences in 9/21 Please also submit to professional contexts Discussion 1 closed Canvas by 11:59pm.

Final Memo of Technical Language Definition Planning due Th 9/21:

T 9/26: Draft of technical definition or description for 9/26 non-scientist due: peer edit & and review 5 Conferences 9/28 Discussion 2 opened: Th 9/28: Draft of technical

Language Debates definition or description for science audience due: peer edit and review Ethics Penrose & Katz, Ch. 3, T 10/3: Memo of Technical 10/3 Ethics in Scientific Considering Ethics in Scientific Instructional Planning due 6 & Communications Communication (pp. 198-222) Th 10/5: Draft of 10/5 Instructional Manual due: peer edit and review. 7 10/10 Analysis of research Th 10/12: Final documents articles: audience and for Portfolio 2 are due purpose Analysis of research Hard copies of documents articles: IMRAD must be received by the & beginning of class in folder 10/12 Reading and writing with honor code journal articles: library compliance. research Please also submit to Canvas. T 10/17:

Th 10/19:Draft of rhetorical Peer editing: analysis Penrose & Katz, Ch. 5, analysis article due: peer of research articles 10/17 Reviewing prior research edit and review Annotated 8 & Bibliography 10/19 Reading and writing journal F 10/20:Reflective Activity Audience analysis articles: library research #2 Due

Discussion 2 closed electronic submission only

Elements of style for journal Analysis of research articles: See Canvas Module for articles: presentation Examples 10/24 T 10/24: Memo with group of data, use of tables, Purpose, audience analysis: 9 & proposal and review article charts and graphs 10/26 Discussion 3 opened: subject Group Work Rhetorical strategies Collaboration Discussion 3 closed Analysis of research articles: presentation T 10/31: 10/31 of data, use of tables, Discussion 4 opened: 10 & charts and graphs Rhetoric Th 11/2: 11/2 Group Work

Rhetorical strategies 11 11/7 Conferences T 11/7: Draft of annotated

bibliography due: peer edit and review Planning final projects:

& Create project plans Penrose & Katz, Ch. 6, Th 11/9: 11/9 role of conferences, Organizing the Research Talk Draft of review article due: audience, (pp. 155-165 ) peer edit and review conferences T 11/14:

Th 11/16: Final documents Composing for Portfolio 3 due 11/14 posters/presentations: Hard copies of documents 12 & presentations, use of must be received by the 11/16 graphics, anticipating beginning of class in folder counter arguments with honor code compliance. Please also submit to Canvas.

Penrose & Katz, Ch. 6, Preparing 11/21: draft of proposal 11/21 Research Posters (pp. 166-172) conference abstract due Planning 13 & www.ugresearch.umd.edu/resear (individual) Presentations 11/23 chposter.php Th 11/23: Discussion 4 closed

11/28 F 12/1: & Presentations Reflective Activity #3 due 14 11/30 Poster feedback electronic submission only 15 12/5 Presentations & Poster feedback T 12/5: Final documents for Portfolio 4 due Hard copies of documents must be received by the beginning of class in 12/7 binder with honor code

compliance. Please also submit to Canvas. Course EvalUM (online)

Reading Day 16 Finals Finals Week

Final Exams start December 13, 2017. This course does not have an exam.