INTRODUCTION TO COLLEGE WRITING (English 201)
~ Course Description,Fall Semester 2013~
Instructor:Sharon Hannigan, M.A.T./Ph.D.
Office:Building ?, Room ?
Email:
Class times:Tuesdays & Thursdays: 9:00 – 10:20 a.m.
Location:Building?, Room ?
Texts:T. Cooley, The Norton Sampler:Short Essays for Composition-8E. New York: W.W. Norton & Co. 2013 (ISBN: 978-0-393-91946-2)
B. Azar, Fundamentals of English Grammar. New York: Pearson, Longman. 2003 (ISBN: ?)
Course goal
The aim of Introduction to College Writing is to develop your L2 academic writing skills throughincreased awareness of and ample practice with(1) critical paragraph and essay elements, (2) six rhetorical modes of expression, (3) sentence-level structure and syntax, and (4) word/phrase choice (and expansion). Such gains in communicative competence will be achieved primarily through collaborative and cooperative learningexperiences, with individual students, authors (unbeknownst to them!), and the instructorcommitted to improving the writing of all.
Learning objectives
By the end of the semester, it is my hope that you…
(1) Solidify your grasp of academic paragraphs and essays by recognizing their critical components in the workof others and executing them in your own writing.
(2) Improve sentence-level command through target grammar and vocabulary exercises.
(3) Increase exactness through heightenedawareness and practice of idiosyncraticlanguage (e.g., infrequent or contextually constrained constructions, exceptions, etc.).
(4) Hone your critical and independent thinking skills through close reading and annotation of successful and unsuccessful discourse delivered in a variety of mediums (e.g., written, visual, auditory, virtual, etc.)
(5) Understand more fully what other writers are trying to say by recognizingthe rhetorical mode(s) they deliberately selected; understand more fully what you want to say by giving serious thought to which rhetorical mode(s) would best convey your thesis.
(6) Engage fully in this course’s “read-draft-edit-revise” sequence, intended to increase your understanding of and provide you with sufficient practice with six rhetorical modes.
(7) Allow discussionwith and feedback from both peers and the instructor to sparkcreative thinking that ultimately finds coherent expression on the page.
(8) Walk away with an appreciation of how each rhetorical mode, like the facets of a precious diamond, can uniquely reflect a single ideathrough willing engagement in the course Capstone Project (see “course format”, below).
Course format
This course has been organized into six two-week sections, each exploring a different rhetorical mode of writing in the following order: description, narration, exposition I (process analysis), exposition II (comparison & contrast), exposition III (causes & effects), and argument.
The first week of every section is devoted to writing preparation,and will typically begin with a brief overview of and writing guide to the rhetorical mode under consideration supplied by our course text,The Norton Sampler: Short Essays for Composition. In addition, we will engage in close reading as a means by which to increase our awarenessand ultimately our execution of “x”mode by first examining an annotated example and then engaging in the process of annotation (primarily of text readings) ourselves in small groups - with an eye to offering insightsto and receiving constructive feedback from the rest of the class. Finally, in preparation for out-of-class writing assignments (mode “x” drafts - three copies of which will be due at the start of the first meeting of the second week of each section) you will receive explicit instruction on sentence, paragraph, and essay construction as well as engage in a variety of in-class paragraph/essay planning and prewritingexercises meant to get the ball rolling so to speak.
The focus of the second week of each section is on revisingthe written drafts assigned in the previous week. Once again it is critical that you submit three copies of your draftat the start of the first meeting of the second week - twocopiesallowingfor peer editing during the first meeting (M1:A/B in syllabus) and one enabling your instructor to deviseneed-specific grammar, vocabulary, and discourseexercises for the second meeting (M2:A/B in syllabus) and provide personalized feedback, including suggestions for improvement. With regard to improvement, you are also required to submit a revision of your draft at the start of the first meeting of the following week, one that should incorporatesalient feedback provided by your classmates, yourinstructor, and yourself (the latter signaling movement in an autodidactic direction). Finally, equal emphasis will be placed on drafts and revisions, with your final writing grade for each section (or rhetorical mode) the average of draft and revisiongrades(see “grading”, below).
Another major component of the course is the Capstone Project, where the entire class will first reach consensus on a single “big idea” in global economics/finance and then critically and creatively explore it in so-called “rhetorical mode partnerships” (time has been set aside during “week six” to organize and initiate the project). For example, one partnership might provide a detailed description of the “big idea”, another a running narrative of it, another arguefor and/or against its merits, another compare and contrast it to some other idea(s), yet another lay out the major process(s) involved, and still another offer likely causes and effects. The aimis for all partnerships to explore the “big idea” by(1) co-authoring a text (due no later than the second meeting of “week 13”) and (2) co-delivering a multimedia presentation replete with engaging follow-up activities (scheduled to occur in “weeks 15 & 16”) in their respective modes–culminating in a splendid “multifaceted course diamond” (!), or six rhetorical slants ona single “big idea” in global economics/finance.
Evaluation
Writing:
- Two paragraphs (+ revision), each worth 10% of your overall grade – details forthcoming
- Four essays (+ revision),each worth 12.5% of your overall grade – details forthcoming
Capstone Project:
- Rhetorical mode coauthored text, worth 10% of your overall grade – details forthcoming
- Rhetorical mode co-authored & -delivered presentation with follow-up activities, worth 10% of your overall grade – details forthcoming
Continuous Assessment:
- Miscellaneous assignments (in-class & homework), collectively worth 10% of your overall grade
Grading
Paragraphs (+ revisions):20% (10% each)
Essays (+ revisions):50% (12.5% each)
Capstone Project (text & pres.):20% (10% each)
Miscellaneous assignments:10%
100%
NOTE 1: The grade for each paragraph and essay will consist of the average of its draft and revision.
NOTE 2: If you receive a failing grade for the course, you will have an opportunity to make up the final grade by redoing the course assignments you failed during the semester. All make-ups will occur during make up period, and be evaluated by a committee of three or more faculty members.
Meeting deadlines for exams and assignments
It is expected that assignments will be completed in full and submitted to your instructor by the due dates specified. Late assignments will not be accepted unless there is a legitimate reason, or a “real” emergency, that prevents you from submitting them at the designated time (official note required).
Attendance and active participation
You are expected to attend all classes. If for some very good reason (e.g., sickness or emergency) you are unable to attend a class, please try to notify your instructor either by email or phone. For unexcused absences, students are responsible for making up missed information and assignments. While in class you are expected to actively participate. This means showing up to class in a timely fashion prepared to discuss the work assigned in the previous meeting (e.g., having read relevant text pages and completed assigned exercises, drafts, and revisions, etc.). Please remember that the smooth functioning of our class depends to a great extent on the amount of care and effort you put into each assignment. It also depends on your willingness to share your understanding of and ask questions about issues related to course content.
Academic dishonesty, cheating & plagiarism
Academic dishonesty, cheating, and plagiarism will not be tolerated. Please refer to the joint NES/HSE BAE guidelines for policies and procedures.
Open door policy
Your instructor is happy to meet with you at any point during the semester - whether individually or in groups (e.g., capstoneproject teams, annotation and writing revision groups, etc.). Please come and see me during my office hours or by appointment if you have questions regarding any aspect of the course. If you are not clear on an assignment or have a question about something presented in class, by all means feel free to contact me.
* I am looking forward to a happy and productive semester with all of you!
INTRODUCTION TO COLLEGE WRITING (English 201)
~ Weekly Course Syllabus, Fall Semester 2013 ~
Week 1 ~ START-UP WEEK ~
- Introductions, student background forms, icebreaker
- Course description/syllabus: general format, expectations, assignment due dates
- Chapter 1: Reading as a Writer: Two Essays on Writing. Text, pp. 1-16
- Chapter 1: Introduction to rhetorical modes & reading strategies. Text, pp. 16-23
~ DESCRIPTION~
Week 2Writing Preparation: (M1:A) Description guide & annotated example: Text, pp. 59-78 (M1:B) Team annotation & presentation of descriptive essays. Text, pp. 79-122 (M2:A) Ch.3: Writing Paragraphs (unity/coherence, topic sentences). Text, pp. 42-48 (M2:B) Ch.2: Writing Process (planning/prewriting: begun in class). Text, pp. 24-29 *Writing 1A: Descriptive paragraphdraft (3 copies, due by start of next class)
Week 3Writing Revision (based on writing 1A submissions): (M1:A) Peer editing of writing 1A drafts (M1:B)Peer editing of writing 1A drafts, cont. (M2:A) Target grammar exercises (M2:B) Vocabulary-building/word selection exercises *Writing 1B: Descriptive paragraph revision (1 copy, due by start of next class)
~ NARRATION~
Week 4Writing Preparation: (M1:A) Narrative guide & annotated example: Text, pp. 123-142 (M1:B) Team annotation & presentation of narrative essays. Text, pp. 143-183 (M2:A) Ch.3: Writing Paragraphs (development). Text, pp. 48-54 (M2:B) Ch.2: Writing Process (thesis/outline: begun in class). Text, pp. 30-36 *Writing 2A: Narrative paragraph draft (3 copies, due by start of next class)
Week 5Writing Revision (based on writing 2A submissions): (M1:A) Peer editing of writing 2A drafts (M1:B) Peer editing of writing 2A drafts, cont. (M2:A) Target grammar exercises (M2:B) Vocabulary-building/word selection exercises *Writing 2B: Narrative paragraph revision (1 copy, due by start of next class)
~ CAPSTONE PROJECT ORGANIZATION & PLANNING ~
Week 6(M1) Partnerships are formed around an agreed upon “big idea” in global economics and/or finance, with each pair assigned a different rhetorical mode. (M1/2) Partners begin mapping out a coauthoredtext and multimedia presentation (with follow-up activities devised to actively engage the audience) in their rhetorical mode that critically and creatively address the “big idea”. *Coauthored texts are due in class by the 2nd meeting of Week 13. *Coauthored multimedia presentations and follow up activities are due by the 1st meeting of Week 15.
~ EXPOSITION I: ANALYZING A PROCESS ~
Week 7Writing Preparation: (M1:A) Process analysis guide & annotated example: Text, pp. 292-315 (M1:B) Team annotation & presentation of process essays. Text, pp. 316-352 (M2:A) Ch.3: Writing Paragraphs (introduction & conclusion). Text, pp. 55-58 (M2:B) Ch.2: Writing Process (revising). Text, pp. 36-41 *Writing 3A: Process analysis essaydraft (3 copies, due by start of next class)
Week 8Writing Revision (based on writing 3A submissions): (M1:A) Peer editing of writing 3A drafts (M1:B) Peer editing of writing 3A drafts, cont. (M2:A) Target grammar exercises, essay discourse analyses (M2:B) Vocabulary-building/word selection exercises *Writing 3B: Process analysis essay revision (1 copy, due by start of next class)
~ EXPOSITION II: COMPARING & CONTRASTING ~
Week 9Writing Preparation: (M1:A) Compare/contrast guide & annotated example: Text, pp. 353-367 (M1:B) Team annotation & presentation: compare/contrast essays. Text, pp. 368-411 (M2:A) Apdx: Using Sources (finding/evaluating sources). Text, pp. 641-647 (M2:B) Using Sources: exercises and activities *Writing 4A: Compare/contrast essay draft (3 copies, due by start of next class)
Week 10Writing Revision (based on writing 4A submissions): (M1:A) Peer editing of writing 4A drafts (M1:B) Peer editing of writing 4A drafts, cont. (M2:A) Target grammar exercises, essay discourse analyses (M2:B) Vocabulary-building/word selection exercises *Writing 4B: Compare/contrast essay revision (1 copy, due by start of next class)
~ EXPOSITION III: EXPLAINING CAUSES & EFFECTS ~
Week 11Writing Preparation: (M1:A) Causes/effects guide & annotated example: Text, pp. 471-486 (M1:B) Team annotation & presentation: causes/effects essays. Text, pp. 487-516 (M2:A) Apdx: Using Sources (incorporating/documenting sources). Text, pp. 647-680 (M2:B) Using Sources: exercises and activities *Writing 5A: Causes/effects essay draft (3 copies, due by start of next class)
Week 12Writing Revision (based on writing 5A submissions): (M1:A) Peer editing of writing 5A drafts (M1:B) Peer editing of writing 5A drafts, cont. (M2:A) Target grammar exercises, essay discourse analyses (M2:B) Vocabulary-building/word selection exercises *Writing 5B: Causes/effects essay revision (1 copy, due by start of next class)
~ ARGUMENT ~
Week 13Writing Preparation: (M1:A) Argument guide & annotated example: Text, pp. 517-538 (M1:B) Team annotation & presentation: argument. Text, pp. 539-601 **Capstone Project co-authored texts (1 copy, due by start of next class) (M2:A) Oral argument (debate): Organization & preparation (M2:B) Oral argument (debate): In class, graded *Writing 6A: Argument draft (3 copies, due by start of next class)
Week 14Writing Revision (based on writing 6A submissions): (M1:A) Peer editing of writing 6A drafts (M1:B) Peer editing of writing 6A drafts, cont. (M2:A) Target grammar exercises, essay discourse analyses (M2:B) Vocabulary-building/word selection exercises *Writing 6B: Argumentrevision (1 copy, due by start of next class)
~ CAPSTONE PROJECT FINALE ~
Week 15(M1:A/B) Capstone project presentations & follow-up activities (M2:A/B) Capstone project presentations & follow-up activities
Week 16(M1:A) Capstone project presentations & follow-up activities, cont. (if necessary) (M1:B) What makes a classic/Mixing the modes. Text, pp. 602-605 (M2:A/B) The Declaration of Independence, Text, pp. 606-611; tie up loose ends
*NOTE: The instructor reserves the right to change the syllabus when deemed necessary.