W233/Intermediate Expository Writing

Schedule and General Information

Semester and Year

Instructor: W233-Section Number

E-mail: Classroom, Days and times

Office: Office Room

Office Hours: English Office: CM 145; 481-6841 (and by appointment)

Course Description

Beginning with a focus on some of the public (academic, professional) genres, audiences, and subjects introduced in W131, this course will move you toward writing that requires thorough and sustained inquiry and analysis. Emphasis will be placed on formal researched methods and documentation conventions introduced in W131. You will be encouraged to investigate topics and issues that are both personally meaningful and publicly relevant (The IPFW Writing Handbook).

Required texts and materials

  • The Subject Is Research. Wendy Bishop & Pavel Zemliansky (Eds.)
  • Writing Research Papers.(11th ed.) James D. Lester & James D. Lester, Jr.
  • OPTIONAL TEXT: Writing with Style. (2nd ed.)John R. Trimble
  • Five double-pocketed folders for major writing assignments and journals
  • A 3-ringed binder for final folder/project
  • Non-spiral paper (for note taking) and at least two highlighters
  • A computer disk on which to save your work
  • A recent collegiate dictionary, thesaurus, and writing handbook (from W131) are highly recommended.

I will be assigning other readings, available through Helmke Library’s Reserves Express (REX) at or directly at You must have your student account activated to access REX, using your own username and password. (If you do not have your own webpage, assigning additional readings through REX, rather than copying for the entire class is helpful. See librarians on how to set up your account.)

Course Outcomes

Students who complete W233 should be able to demonstrate their competence in four areas:

  • Rhetorical Knowledge, including the abilityto focus on a purpose and audience; to respond appropriately to different kinds of rhetorical situations; to adopt appropriate voice, tone, and level of formality; to write in several genres; and understand how genres shape reading and writing.
  • Critical Thinking, Reading, and Writing, including the ability to use writing and reading for inquiry, learning, thinking, and communicating; to manage a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources; to integrate one’s own ideas with those of others; and to understand the relationships among language, knowledge, and power.
  • Writing Processes, including the use of multiple drafts to create and complete a successful text; the development of flexible strategies for generating, revising, editing, and proof-reading; learning to balance the advantages of relying on others with the responsibility of doing one’s own part; and participation in collaborative and social processes that require the ability to critique one’s own and others’ works.
  • Knowledge of Conventions, including the ability to follow common formats for different kinds of genres; to increase knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics; to practice appropriate means of documenting one’s work; and to control such surface features as syntax, grammar, punctuation, and spelling.

Writing Requirements and Classroom Policies

  • Regardless of your overall grade point average for the class, you cannot skip a major assignment and still pass the course. All major papers must be submitted as required in order to achieve a passing grade. All drafts must be word-processed, double spaced, with 1” margins, using a 12-point font in Times New Roman.
  • All assignments are due at the beginning of class, unless otherwise indicated by me and will be reduced by 5% for each school day they’re late.
  • Failure of computer or printer technology is not an acceptable reason for late or missing work. Always plan ahead. Contact ITS at 481-6030 for assistance.
  • I may ask you to copy your work for me so that I may use it for future examples. Be sure to keep all your work throughout the entire semester, and back it up with a hard copy and on disk. PLEASE DON’T THROW ANYTHING AWAY!
  • We will occasionally meet in one of the campus computer labs to conduct research and work on your papers. You should have a basic knowledge of computers and word processing, as I will not be including basic keyboarding instruction. I will teach the class about specific databases, and how to search for scholarly (and other) sources.
  • We will meet at least twice during the semester in my office for a one-on-one conference. We will discuss the individual paper on which you are working. Bring your draft and 3 written questions you have about that paper. (Conferences are usually 15-20 minutes long. Classes are cancelled for that week.)
  • Each of you will sign up to present one of the day’s readings to the class. You will need to type up a one-paragraph summary of that reading and lead the discussion on that concept.
  • Cell phones and pagers must be turned off when you enter the classroom, unless you have a legitimate reason or emergency situation that warrants leaving them on. Just let me know the situation before class.
  • Of course, I expect all students to respect every member of the classroom (including me). Any “disorderly or disruptive conduct that interferes with [my] teaching [and your learning]” (IPFW’s Student Handbook Planner) will not be tolerated.

Evaluation

While some of your work will be more heavily weighted than other work, I will initially evaluate each of the four major papers according to the following 100-point scale:

90-100/A80-89/B70-79/C60-69/D59 & below/F

  • As I read your work throughout the semester, I will use the following marks to indicate how you’re doing: + plus for excellent work

+ check plus for strong work

 check for fair work

- check minus for poor work

minus for failure

  • Each of you should provide evidence you’ve progressed through the writing process. This means you have to complete a first, rough draft, a second, polished draft, and a third, final draft for each assignment. When I read and evaluate your final folder, I will look for evidence you have revised your work. You should be able to get personal feedback from both your peers and me for every major paper.
  • Late or incomplete drafts will adversely affect the quality of your work and your overall grade for the paper. I will not accept the final draft/folder of any paper or assignment beyond one week past the due date.
  • I welcome any discussion on your graded assignments, but during class time. I do ask that you take your paper home, consider my comments, and then discuss them with me during office hours. Bring a one-page, detailed and typed summary explaining why you are requesting a change in your grade.
  • Using someone else’s thoughts, ideas, or words without proper attribution or documentation will be considered plagiarism, whether intentional or not. Deliberately plagiarized writing will automatically receive a zero and could result in your failing the course. If you have any questions, see me and/or consult your student handbook on plagiarism. (Recycled papers from any other class or writing project you have previously done will also not be accepted.)

Attendance

Regular classroom attendance is the key to success in W233; therefore, you are expected to take an active part in your own learning. Because your learning is your responsibility, a willingness to participate in this course and to be prepared has a direct bearing on your grades and your ability to excel.(The final withdrawal date for courses is XXXXXXX. After that time, if you stop attending class or fail to meet course requirements, you will receive an F rather than a W.)

  • The first 4 times life prevents you from attending class there will be no direct penalty. Upon your 5th absence you may lose an entire letter grade, regardless of the reason. At your 6th absence, you may fail the entire course. (You’re welcome to inform me about your reason for missing class; however, there is no excused or unexcused absence in this college class. A miss is still a miss.)
  • Any catastrophic illness or accident that produces an extended absence will be taken into consideration. If you are absent for more than 2 consecutive class days due to an illness, bring a doctor’s excuse. Contact me either by phone or e-mail before you return to class. Better yet, come in and see me in person so that you can get caught up on missed work. (Job-related absences are not legitimate reasons for missing class.)
  • I do take attendance every class session. If you enter class after attendance has been taken, check with me after class to make sure that absence is changed to a tardy. If you are late to class by 30 minutes or more, or leave early, I will count it as an absence. (Excessive tardiness will count toward absences.)
  • In the event you cannot make it to class, hand your preliminary drafts or journals in early by either dropping them off in my mailbox in the English Office, in CM 145 (by 5:00 p.m.) or e-mailing it to me as a Word attachment. In this way, even though you will be counted absent, you will still get credit for having your work done on time.
  • If you are absent on days when drafts are due and peer response sessions are taking place, I recommend you visit the Writing Center to get feedback on that draft. If you are absent on days when I collect drafts, either e-mail that draft to me for comments or see me during my office hours, so that we may go over that draft together. I require you obtain some feedback from me before you submit the 3rd and final draft/folder for grading.
  • In the event you cannot attend your conference, contact me and make arrangements to meet with me beforethe next scheduled class meeting. Failure to attend a conference will result in your receiving a zero for that draft.
  • If you are absent, you are responsible for all the information distributed in class. It’s a good idea to obtain the names, phone numbers, and e-mail addresses of at least two of your classmates.

Major Writing Assignments and Activities (% of final grade)

Comparative (or Rhetorical)Analysis (4-5 pages)(10%)

A rhetorical analysis and review of 3 different sources and perspectives on your topic, including 1 book, 1 internet/web source, and 1 substantial periodical (such as a reputable magazine, newspaper, or journal). MLA will be used. (This assignment is useful for the students in building a knowledge base for their proposed topics. Then, they can move on to the more complex, scholarly sources for Paper #2.)

Annotated Bibliography (3-5 pages)(15%)

Evaluative and analytical summaries of 6 scholarly journal articles you have chosen about your topic. Each article must be at least 5 pages in length and published within the past 5 years. APA is required.

Primary Research (4-5 pages)(15%)

A report/review of your semester’s topic that falls within your educational/teaching area of expertise. Two primary sources conducted and summarized by you as part of your field research for the semester. One of these sources needs to be either an original interview or a survey. The interview should be face-to-face; the survey must be one you create and distribute. You may also observe an activity, watch a televised program or live performance, use an official transcript or legal document, among other possibilities. APA is required.

Final Researched Paper (8-10 pages of text)(25 %)

A scientific report and compilation of your semester’s research, including a Review of the Literature, the methods and results of your primary research, an analytical discussion and conclusion, plus a title page, abstract, and references page. APA is required.

Journals (A total of 10, 2-page, typed responses worth up to 15 points each)(15%)

Each journal will be in response to either assigned readings, proposals for your major papers, or other principles of writing discussed as part of the classroom. I will collect and evaluate these journals based on your thoughtful and complete reactions to the prompts I will distribute. They will be evaluated on the quality of content, the extent to which you address each question fully, the use of supportive information and details, and the correct and appropriate usage of grammar.

Participation/Miscellaneous(20%)

In addition to your 4 major writing assignments and the journals above, I will evaluate your writing and performance in this class in the following areas:

Peer response sessions, conferences, and discussions

Attendance and lack of tardiness

Evidence of revision during all stages of the writing process

Completed drafts (1, 2, and 3) when assigned

In-class writings, Writer’s Memos, Peer response sheets (other homework)

Reference pages and annotation of sources

Textbook presentations, final presentation of topic

Support Services/Resources for Writers

IPFW’s Writing Center (481-5740)

Save time and write better papers for any class through free individual consultations in The Writing Center, Kettler G19. Bring assignments, questions, ideas, and a draft (if you have one). Consultants can help you get started, write more clearly, revise, edit, and cite sources responsibly. Come as you begin a paper and as you revise. Drop-ins are welcome, but to ensure appointments, sign up on TutorTrac at

Writing Center Hours, Fall of 2005

MTWR 10:00 a.m.-6:00 p.m.

FRI 10:00 a.m.-2:00 p.m.

SUN 1:00-5:00 p.m.

Center for Academic Support and Advancement (CASA) (481-6817)

The center, located in KT G23, assists students wishing to improve their basic academic and study skills and offers tutoring for any course. Check their web site at

Information Technology Services (ITS) (481-6030)

ITS provides computing support to all IPFW faculty, staff, and students. Open-access labs are located in KT 204A, 217, as well as in NF B71 and B73 (when classroom instruction is not in session), SB G15, WU 221 and throughout Helmke Library.

Helmke Library (481-6512)

The Walter E. Helmke Library is open at the following times to assist students in all their research and academic projects:

Mon-Thurs/8 a.m.-11 p.m.Friday/8 a.m.-6 p.m.

Saturday/9 a.m.-6 p.m.Sunday/Nooon-11 p/m

Assignments and Tentative Class Schedule

Please note that this schedule is tentative. Changes made in the schedule at any time in the semester—without any advance warning—so you should make arrangements to get any information on possible changes if you are absent. The discussions and exercises are relevant to the daily readings assignments. Make sure you have read the textbook selections before class so that you are prepared to discuss them. All writings and major projects are due at the beginning of class, unless otherwise indicated as an in-class assignment.

BZ refers to Bishop & Zemliansky’s The Subject Is Research; LL to Lester & Lester’s Writing ResearchPapers.

This syllabus reflects a Tuesday/Thursday format, but it can easily be adapted to a MWF format. Each day’s goals are listed, along with what’s due and what needs to be read, in bold. Note that in the fall, there are no classes on Labor Day, two days in October for Fall Break, and three days over Thanksgiving. In the spring, classes do not meet one day in January for the Martin Luther King, Jr.Holiday and for a week in March for Spring Break. Adjust the schedule as needed.

______

Week 1

Introduction to class and syllabus, journals discussed

Writers’ expectations and experiences

Discussion of Ballenger’s article (“The Importance of Writing Badly”)

In-class writing response

DUE: Journal 1 (Literacy Autobiography)

REX instruction

Paper 1 guidelines

______

Week 2

READ: LL, pp. 1-31 (Writing from Research & Finding a Topic)

Critical reading and writing strategies; summarizing and analyzing texts

Sign-ups for presentations

Writing environment and rituals

DUE: Journal 2 (Research Topic Proposal)

READ: BZ, pp. 12-27 (Making the Research Paper Worth Your Time), pp. 60-68 (Revisiting the Library), and LL, pp. 177-228 (Blending Reference Materials, MLA, Intro, Body, & Conclusion)

Discussion of topics

Meet in computer lab, Library 440A(Researching)

______

Week 3

DUE: 1st draft of Paper 1 (Comparative Analysis)

READ: “Transitions” and “Signal Phrases” (both on REX), LL, pp. 158-176 (Drafting the Paper in Academic Style), and BZ, pp. 111-118 (Using Preexisting Knowledge),

DUE: Journal 3 (Standards of Evaluating Writing)

READ: Belanoff’s “What Is a Grade?”(on REX), BZ, pp. 129-142 (“The Internet Can Be a Wonderful Place…”),and LL, pp. 32-76 (Finding and Filtering Internet Sources & Gathering Data in the Library)

Writing process; documentation; discussion of research topics

______

Week 4

DUE: 2nd draft of Paper 1

READ: Roskelly’s “The Cupped Hand and the Open Palm” (on REX) and LL, pp. 250-301 (MLA Works Cited)

Peer response groups; bring 2 copies of draft to class

Paper 2 guidelines

DUE: Final Draft of Paper 1

READ: “What Is a Scholarly Journal?” (at and LL, pp. 103-127 (Reading and Evaluating the Best Sources)

Discussion on topics; scholarly sources

Meet in computer lab, Library 440A(Searching for scholarly sources)

______

Week 5

DUE: Journal 4(Scholarly sources)

READ:Murray’s “How to Get the Writing Done” (on REX), LL, pp. 88-102 (Understanding and Avoiding Plagiarism), and LL, pp. 302-338 (Writing in APA Style & Sample APA Paper)

Plagiarism and documentation

Sample student papers reviewed

DUE: 1st draft of Paper 2 (Annotated Bibliography)

READ: Straub’s “Responding-Really Responding to Other Students’ Writing” (on REX), LL, pp. 145-157 (Writing Notes),

Peer response groups; bring 2 copies of draft to class

______

Week 6

READ: “Revision Strategies of Student Writers and Experienced Adult Writers” by Sommers’ (on REX)

Group discussion/analysis of Sommers’ essay

Meet in computer lab, Library 440A(Revising)

NO CLASS/CONFERENCES

DUE: 2nd draft of Paper 2

Bring draft and 3 written questions; meet in CM 113(You can meet with students in a couple of designated rooms near the English office.)

______

Week 7

Paper 3 guidelines, student papers reviewed

Revising