CO301C Writing in the Disciplines: Social Sciences

Course Operating Instructions (Policies and Syllabus)

Fall 2016

Section / 2 / Instructor / XXXXXXX
Time / 8:00-9:15 a.m. T/R / E-mail / XXXXXX
Class Room / Eddy 4 / Office Hours / 9:30-10:30T/R 309 Eddy
by appointment T/W/R

CO301C Writing in the Disciplines: Social Sciences, builds on your mastery of basic writing skills developed in university entry-level composition (CO150or its equivalent), and practiced in your field-specific courses in the initial years of your undergraduate studies. In particular, the course is designed to help you develop a deeper understanding of the academic writing you consume in your particular field and introduce you to effective methods to convey to various non-expert audiences the social science knowledge you are gainingat the university, something you will likely be called on to do when you leave the academy. CO301C will help you to: 1) develop a nuanced rhetorical understanding of academic writing and research methodology in various fields within the social sciences; 2) recognize and understand contexts for non-expert social science writing; 3) effectively communicate social-science knowledge to a variety of non-academic audiences.

This course offers multiple opportunities for you to read and analyze varieties of social science discourses (both academic and public) and to research, write, and revise your own writing on topics relevant to your major and your emerging areas of expertise. You will read and analyze alphabetic texts and images to understand rhetorical context, target audiences, kinds and arrangements of evidence, uses of source material, genre conventions, stylistic options, and format. You will continue to extend your rhetorical knowledge by examining contexts within and outside the academy as both sources and targets for your explanations about the social sciences, looking closely at print and electronic media as venues for communicating. You will complete sophisticated analyses of rhetorical contexts for your writing, and then shape texts for these varied contexts. Not only will you learn to adapt content and style to respond to different rhetorical contexts, you will also develop greater mastery of the grammar, syntax, and other aspects of standard written English. You will hone your researching skills, and deepen your understanding of research methodologies typical in the social sciences. Throughout the composing process you will write reflectively to build meta-cognitive awareness of the choices you make.

CO301C is a gtPathways Course: The Colorado Commission on Higher Education has approved CO301C for inclusion in the Guaranteed Transfer (GT) Pathways program in the GT-CO3 category. For transferring students, successful completion with a minimum C- grade guarantees transfer and application of credit in this GT Pathways category. For more information on the GT Pathways program, go to

Written Communication Competency―Criteria for WrittenCommunication

Competencyin written communication is a student’s abilityto write andexpress ideas across avarietyofgenres and styles. Writtencommunication abilities develop overtime through layered, interactive,and continual processesand experiences across thecurriculum.

Student LearningOutcomes(SLOs)Students should beable to:

1.EmployRhetorical Knowledge

a.Exhibit a thorough understandingofaudience, purpose, genre,and context that is responsive to thesituation.

2.DevelopContent

a.Createand develop ideas within the context of thesituationand the assignedtask(s).

3.Apply Genre and Disciplinary Conventions

a.Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields.

4.UseSources and Evidence

a.Criticallyread,evaluate,apply,and synthesizeevidenceand/orsources in support of aclaim.

b.Follow anappropriate documentation system.

5.Control Syntax andMechanics

a.Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task.

Advanced Writing Course (GT-CO3)―Content Criteria

  1. Extend Rhetorical Knowledge
  2. Usetextsfromrhetoric, discoursestudies,communication,orrelateddisciplinestoextendunderstandingofrhetoricalconceptstothe disciplinethatis thefocusofthecourse.
  3. Developsophisticatedstrategiesforcriticalanalysisof disciplinaryor specializeddiscourse.
  4. Learn moresophisticatedwaysto communicateknowledgetoappropriateaudiences.
  5. Apply reflective strategies to the synthesis, communication, and creation of knowledge.
  6. Extend Experience in Writing
  7. Hone recursive strategies for generating ideas, revising, editing, and proofreading for disciplinary or specialized discourse.
  8. Critique one’s own and other’s work, including the work of professional writers and/or scholars.
  9. Extend Critical and Creative Thinking
  10. Reflect on the implications and consequences of context.
  11. Incorporate alternate, divergent or contradictory perspectives or ideas within one’s own position.
  12. Extend and complicate the consequences of the stated conclusion.
  13. Use Sources and Evidence
  14. Select, evaluate, and synthesize appropriate sources and evidence.
  15. Use discipline-appropriate criteria to evaluate sources and evidence.
  16. Extend Application of Composing Conventions
  17. Select and adapt genre conventions including structure, paragraphing, tone, mechanics, syntax, and style for disciplinary or specialized discourse.
  18. Use specialized vocabulary, format, and documentation appropriately in more extensive or in-depth writing objects.

General Course Structure

This course is divided into three units.

1. In the first unit, which culminates in Portfolio 1, you will conduct a detailed analysis of a professional publication in your field, characterizing its rhetorical context and describing the conventions expected by the discourse community the publication serves. In the course of doing this, you will also expand your understanding of what topics are of particular current interest to professionals in your field including yourself: this will help you select a topic on which to focus for the remainder of the term, in Units 2 and 3.

2. In the second unit, which culminates in Portfolio 2, you will (1) conduct a detailed analysis of published academic and public discourses about a single topicof current interest within your discipline and (2) articulate the major similarities and differences among these discourses. Along the way, you will grow in your understanding of the topic (from academic readings) and identify gaps in the body of discourses about the topic available to various public audiences so that you might fill one of those gaps in Unit 3.

3. In the third unit, which culminates in Portfolio 3, you will move from analysis to production: creating both a text-based and a visual discourse for each of two public audiences; the subject of these discourses will be the same as the one which was the focus of the discourses you studied in Portfolio 2.

Performance Assessment and Due Dates (SeeCalendar on CANVAS for updates) 1000 total

Course grades are based on a traditional plus/minus scale, as follows.

A+ / 96.67% / to / 100% / B+ / 86.67% / to / <90% / C+ / 76.67% / to / <80%
A / 93.33% / to / <96.67% / B / 83.33 / to / <86.67% / C / 70% / to / <76.67%
A- / 90% / to / <93.33% / B- / 80% / to / <83.33 / D / 60% / to / <70%
Assignment / Points / % / Measure / Due
1 / Portfolio 1
Weeks 1-5 / 200 / 20 / Academic Genre Analysis, drafts, peer reviews* / 2-18
2 / Portfolio 2
Weeks 6-10 / 350 / 35 / Public Genres Analysis, annotations, drafts, peer reviews* / 3-24
3 / Portfolio 3
Weeks 11-15 / 350 / 35 / Public Discourses, rhetorical contexts, drafts, peer reviews* / 5-5
4 / Class Preparation / 50 / 5 / Class Preparation Forums (and associated readings) / As assigned
5 / Final Exam / 50 / 5 / Presentation of Portfolio 3 / Final Exam Period
5 / Attendance / -10 per
absence / Up to 30 / In-class Writing (ICW)(up to 4 may be recovered by completing makeup work) / Daily in-class writing (ICW) or makeup work within 2 weeks of absence (up to 4)

*Note that failure to complete peer review (reviewing a peer’s draft and having your draft reviewed) as required for each portfolio may result in a 10% reduction (per missing review) in your overall portfolio grade. Contact instructor if absence on day of a peer review is unavoidable (death in family, illness, or university sanctioned event)

Work Load

Anticipate an average of two hours of outside work each week for every classroom hour; that is, expect to spend a minimum of 6 hours per week (on average) reading and writing, including process work on the major writing assignments. The course has been designed to distribute work outside the classroom as evenly as possible throughout the semester, but note that your own study and writing habits may affect this.

Required Materials

  1. Textbook(check CANVAS calendar for dates when you need to bring text to class)

Writing about Writing: A College Reader, 2nd Edition, Elizabeth Wardle and Doug Downs

  1. Email account which you check regularly (at least once a day) in preparation for class. Critical changes between class periods will be communicated via email.
  2. RELIABLE backup media for electronic files (e.g. external drive, flash device, networked drive).

4. Headphones/Ear BudsPlease bring to class every day for research and discussion tasks.

Participation

This is a hands-on course in which skills are developed through active participation, so class preparation and attendance are critical and do figure into your grade. Participation is measured by

1. in-class writing(ICW)(or makeup work for up to four absences) and

2. robust and timely responses to class preparation forums and associated readings. Because the readings are integral to class meeting lesson, they will not be accepted late).

Quality of response to class preparation forums and in-class writing assignments is measured by thoughtful, thorough response rather than prose polish (style, grammar, mechanics).

In-Class Writing (ICW)

In-class writing warms up your brains, helps you transition from whatever you were doing before class, and provides proof of your presence in the classroom—which is required. If you are not IN CLASS to complete the day’s ICW, you will lose 10 points. This is reflected in the gradebook on CANVAS as “-10” under the day of the class (“Class 1, Class 2, etc., up to 30). If you are in class and complete the ICW, (or complete makeup work for up to 4 absences), your score for the day will be “0” meaning you were NOT absent that day. Note that your presence is recorded at the beginning of class: if you are tardy, be sure to record some response on the day’s in-class writing (“sorry I was late” would work) and check in with the instructor at the end of class to avoid being marked absent and losing points. Repeated, excessive tardiness may result in lost attendance points.

Although no absences are excused,*you may makeup the points for as many as FOUR. Makeup work for each absence consists of a 250 word (one page, double spaced) summary and analysis of a public discourse about a subject within your major field of study. The make-up work may be submitted electronically or in hardcopy and must be turned in within two weeksof the absence (note date of absence at the top of the document, by your name). Makeup work will be kept on file, not returned to you; however, receipt will be acknowledged via email. Detailed instructions for make-up work are available on CANVAS. Also note that you are responsible for material covered in class whether you are present or not; a strong reciprocal relationship with classmates may help with this. Lecture notes and assignments are posted on the class web site for your reference. You are welcome to ask the instructor specific questions about the content of missed classes after looking at these materials.

*with the exception of University-sanctioned activities, which should be planned for well in advance of the absence. Please see the GeneralCatalogURL:

Attendance is mental as well as physical: sleeping, reading the paper, texting, surfing the web (unless instructed to do so for specific class assignments), carrying on side conversations or otherwise not attending to class constitutes absence and will be recorded as such (after a warning for the first offense) and the day’s attendance points lost without the possibility of recovery through makeup work. Although we will be using technology in the classroom for learning, device screens should be turned off during class discussion and when information is being presented by the instructor or a classmate.

Class Preparation

Class preparation forums are completed outside of class to ready you for the day’s class discussion. Most of these assignments are in response to readings in the required text or on CANVAS. You will post your class preparation work in the appropriate discussion on CANVAS before class on the day it is due. See the calendar or assignments onCANVASfor details and due dates.

Late Work and Revisions

Class preparation work is NOT accepted late. Major assignments (the portfolios) submitted late are subject to a 10% point forfeit per day (not per class). Translation: turning these in late is not ideal but better than not turning them in at all! If you score below a 70% on Portfolio 1 or 2 you may rework and resubmit the assignmentwithin one week for the possibility of additional points.Assignments due on days of absence may be turned in early for full credit (although you will likely need to make special arrangements for peer review—discuss with instructor!)

Paper Format

In-class writing will be completed on class computers and saved on CANVAS (or on paper if you do not have access to a computer in class). All major assignments as well as their drafts must be in a 12 point legible font and double spaced with 1” margins. Include full name and section number in upper right corner of first page, last name and page number on subsequent pages. This is a green class—paper copies are not usually required, but when they are necessary, double sided printing is encouraged.

Academic Integrity

Thiscourse adheres to the Student Conduct Codeand the Academic Integrity Policy of the Colorado State University General Catalog. You are not asked, however, to sign a pledge when submitting individual assignments because the instructor assumes that you have entered the academy, and this course, with a baseline of honesty. Do, however, familiarize yourself with the pledge and the honesty policy by visiting see the instructor if you have questions or concerns, as you will be held accountable.

Intentional academic dishonesty, in any of the following forms, is not tolerated and may result in a failing grade on the assignment in question and possibly in the course; additional university sanctions, including expulsion, are possible.

• Plagiarism: misrepresentation of the authorship of any written work, in whole or part.

• Falsification: any untruth, either verbal or written, including lying to avoid turning work in, and submitting work written for previous classes.

• Unauthorized Possession or Disposition of Academic Materials: selling or purchasing of papers or exams.

One of the goals of this course is to help you hone your research and citation skills to avoid unintentional plagiarism because, in the wider world, unintentional plagiarism is rarely differentiated from intentional plagiarism and can have the same negative consequences for your reputation and career.

ResourcesFor a comprehensive list of resources available to you as a CSU student, please see the file titled Student University Resources in CANVAS.

Writing Center,Eddy 23 (basement)

The Writing Center staff is ready to assist you with any writing project. The staff is available on a first come first served basis for 30 minute consultations. To make the most of your visit, be sure to bring assignment instructions (for class work) and specific questions: “Have I sufficiently narrowed the focus of this topic?” “How can I organize all of my brilliant ideas?” “Did I develop my ideas fully and convincingly?” “Do all of my subjects and verbs agree? “ The Writing Center tutors can help with all phases of the writing process, from idea generation to final error checking; however, they will NOT proofread for you: their mission is to help YOU become a better writer, not to write for you. Check the Writing Center’s web site for more information, hours, and process for the option of submitting work electronically:

English Department Computer Lab 300 Eddy

No writing help here, but a good place if you need a computer or printer. Available to anyone registered for an English Department class (but you can work on assignments for any class or no class at all!) Now open at 7:30 a.m. for those first-thing-in-the-morning classes..

CANVAS

This course is heavily reliant on CANVAS. Here you will post drafts, provide peer feedback, write in discussion forums, access readings, etc. Specific assignment details will be posted on the calendar on the day they are due. This is the definitive record of due dates and trumps any printed schedule: any changes will be reflected on the calendar. Look at it often, in preparation for every class meeting.

Safety and Support Resources: CSU’s Discrimination, Harassment, Sexual Harassment, Sexual Misconduct, Domestic Violence, Dating Violence, Stalking, and Retaliation policy designates faculty and employees of the University as “Responsible Employees.” This designation is consistent with federal law and guidance, and requires faculty to report information regarding students who may have experienced any form of sexual harassment, sexual misconduct, relationship violence, stalking or retaliation. This includes information shared with faculty in person, electronic communications or in class assignments. As “Responsible Employees,” faculty may refer students to campus resources (see below), together with informing the Office of Support and Safety Assessment to help ensure student safety and welfare. Information regarding sexual harassment, sexual misconduct, relationship violence, stalking and retaliation is treated with the greatest degree of confidentiality possible while also ensuring student and campus safety.

· Any student who may be the victim of sexual harassment, sexual misconduct, relationship violence, stalking or retaliation is encouraged to report to CSU through one or more of the following resources:

o Emergency Response 911

o Deputy Title IX Coordinator/Office of Support and Safety Assessment (970) 491-1350

oColorado State University Police Department (non-emergency) (970) 491-6425

For counseling support and assistance, please see the CSU Health Network, which includes a variety of counseling services that can be accessed at: the Sexual Assault Victim Assistance Team is a confidential student resource that does not have a reporting requirement and that can be of great help to students who have experienced sexual assault. The web address is

CO301C Writing in the Disciplines: Social Science Weekly Syllabus