<p> DRAFT SYLLABUS—Final version will be distributed in class</p><p>DPI-811M A: Advanced Intensive Writing for Policy and Politics module 2, fall semester (Oct-Dec, 2012) TTh 10:10-11:30, L382</p><p>Greg Harris Office: Littauer 103 Office Hours: after class and by appointment Email: [email protected] Office Phone: 617-495-8906</p><p>This six-week course, which can be taken alone or in sequence with DPI-718M, gives you the tools to write and publish pieces in policy and academic journals, newspapers, magazines, and popular blogs, in such genres as the feature story, personal essay, academic essay, op-ed, and book proposal. It achieves this degree of breadth by focusing intensively on awareness of design in writing: how to shape a piece to a specific publishing venue, matching purpose, audience, and material. Through workshops and intensive one-on-one editing, students will focus on advanced techniques in style, rhetoric, structure, argument, explanation, and storytelling. The goal is a confident, efficient, and vital writing and revision process. </p><p>This class is intended for committed writers capable of self-direction, whose goals include journalism, professional writing, grant and proposal writing, creative writing, or advanced academic writing. DPI-811M is suitable for students whose first language is not English, but is not designed to help with basic issues of grammar or usage. </p><p>The class is grounded in:</p><p>1. Support for your writing priorities. The class helps you define your immediate and long-term goals as a writer—what genres are meaningful to you, and what projects most deserve your attention. Then the class supports those goals, by helping you craft assignments honed to achieve them. </p><p>2. Focused reading. DPI-811M challenges you with some of the best writing from a focused set of contexts and genres. You will discuss, analyze, evaluate, and occasionally edit what you read.</p><p>3. Expert feedback. You will receive individual editorial attention on your drafts as you develop and polish them. </p><p>4. Peer feedback. As part of a writing group, you will read, discuss, and edit the work of your colleagues, and they yours. Together, you will build the habits necessary to sustain a writing career. </p><p>5. Publishing strategy. DPI-811M will give you the tools you need to connect with editors of both online and print publications, and coach you through the necessary steps of submitting your work.</p><p>Assignments and Grading: Basic expectations are that you will write in a focused way on a subject of your choice: 1) A publication-ready piece of approximately 2000 words. A full draft is due at midterm; a polished revision at final. (40% of grade). 2) A weekly short essay, blog post, op-ed, or article of approximately 500 words. (4 pieces; each 10% of grade). 3) Full participation in class, including commitment to once-weekly editing meetings with a writing group of fellow students. (20% of grade). </p><p>At an initial conference, we will discuss your goals in the class, and the best use of the sequence of assignments to achieve them. Students in the past have focused on producing sequences of op-eds and short essays to establish themselves as public intellectuals in a field; feature-length journalism; nonfiction book proposals; </p><p>DRAFT SYLLABUS—Final version will be distributed in class DRAFT SYLLABUS—Final version will be distributed in class</p><p> personal narrative essays; book reviews; and articles for policy and scholarly journals. Hybrid, multimedia and digital projects with visual components are permissible so long as writing is at the core. </p><p>Texts: (required) Susan Rabiner and Alfred Fortunato, Thinking Like Your Editor: How to Write Great Serious Nonfiction—and Get It Published Course packet, available from the Course Materials Office. </p><p>(recommended) Joseph M. Williams, Style: Basic Lessons in Clarity and Grace (any ed.) Adam Garfinkle, Political Writing Arthur Plotnik, Spunk & Bite</p><p>SCHEDULE OF CLASSES Class 1 The Query, the Proposal, the Prospectus: anticipating an audience, an editor, an impact Storytelling: Suspense, Specificity, Sizzle, and Satisfaction</p><p>Class 2 Thinking Like Your Editor, chapter 1, and optionally, 2. “Query Letter Clinic,” from Writer’s Market Spunk and Bite, chs. 2, 8</p><p>PROSPECTUS due Friday by 10 a.m. <Initial Meetings this week></p><p>Class 3: THE ESSAY in its guises: Academic, Professional, Personal Madigan, et al., “APA Style as Epistemology” Marianna Torgovnik, “Experimental Critical Writing” Spunk and Bite, chs. 17, 18, 26, 27 1st weekly short essay due by Friday </p><p>Class 4: The Overture: Connecting with Audience, Setting the Contract. Horizontal and Vertical Development Atul Gawande, “The Case of the Red Leg” from Complications Steven Levitt and Stephen Dubner, “Schoolteachers and Sumo Wrestlers” from Freakonomics George Orwell, “Shooting an Elephant”</p><p>Class 5: Creating Presence, with and without the Personal Amy Tan, “Mother Tongue” Diane Ackerman, “The Truth About Truffles” Jeremy Miller, “Tyranny of the Test” 2nd weekly short essay due Friday </p><p>Class 6: Handling Complicated Subjects Matt Taibbi, “The Great American Bubble Machine” Michael Lewis, “The End of Wall Street”</p><p>MIDTERM (COMPLETE DRAFT) DUE Sunday <Group Conferences this week></p><p>Class 7: Disarming Critics with Unconventional Approaches Atul Gawande, “The Cost Conundrum”</p><p>DRAFT SYLLABUS—Final version will be distributed in class DRAFT SYLLABUS—Final version will be distributed in class</p><p>Stephen J. Gould, “Creation Myths of Cooperstown”</p><p>Class 8: Persuasion: Changing Minds, down to the Cellular Level W.S. Merwin, “Unchopping a Tree” Joseph Stiglitz, “The Economic Consequences of Mr. Bush” Lakoff, Metaphors We Live By, chs 1-6, 25</p><p>Class 9: REVISION, EDITING, FEEDBACK Thinking Like Your Editor, chapters 5, 6, optionally 7. Rhetorical Grammar, excerpts 3rd weekly short essay due Friday </p><p>Class 10: Editing continued Readings TBA</p><p>Class 11: Editing continued Readings TBA 4th weekly short essay due Friday </p><p>Class 12: Editing continued Readings TBA</p><p>FINAL (REVISED COMPLETE DRAFT) DUE finals week, Wednesday, 7:00 p.m. <Conferences during finals week></p><p>DRAFT SYLLABUS—Final version will be distributed in class</p>