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WRTG 1010-19 | Fall 2017 | Marriott Library 1715 | T/TH 12:25 – 1:45 |
Instructor: Sundy Watanabe
Email:
Phone: 801.699.8598
Office Hours: 2:00-4:00 by appointment
Introduction
Writing 1010 is designed to prepare you for the kinds of reading and writing you will do as a member of an academic community. We begin with the assumption that joining an academic community means learning and adopting new literacy practices. In other words, even though you have been reading and writing for most of your life, the kinds of reading and writing required in a university setting are different, contextual, and must be explicitly taught. This course will provide you with a set of foundational practices that will allow you to join this new academic conversation, practices that can be adjusted to suit the purposes of your field/major as you continue your studies at the U.
When you write in a university setting, you are joining a research conversation. To put it another way, when academics decide what to research and how to write-up their research, they are contributing to a body of arguments about the same topic. Scholars: "listen" to the conversation that other people are already having,identify the various perspectives and voices contributing to the conversation,articulate the conversation in their own words,synthesize the various voices in the conversation,identify a gap in the conversation--an argument that hasn't been made or is weak or an approach that is missing,conduct research that helps fill the gap, andcontribute an argument of their own that is based on research (rather than opinion). This cycle happens over and over again as the conversation develops.
Outcomes
Writing 1010 focuses on reading, summarizing, paraphrasing, quoting, and synthesizing academic arguments in order to begin researching and creating your own arguments. You will learn how to summarize the arguments already in circulation in a conversation. You will also learn to collect data about the literacy practices happening in a local community in which you participate. The data will then be synthesized in a final report. Along the way, we will work on strategies for reading long, complicated texts; sentence and paragraph structure; argument organization; invention techniques (processes of coming up with ideas to write about); drafting tactics; revision strategies; and vocabulary for evaluating writing (yours and others);
Assignments in this course are structured to teach you to read and understand academic arguments, summarize academic arguments, synthesize (combine) ideas and arguments, understand argumentation in terms of complexity rather than opinion (like/dislike; agree/ disagree), and use standardized conventions that structure academic writing.
Texts
Graff, Gerald and Cathy Birkenstein. They Say/I Say: The Moves that Matter in Academic Writing, third edition,
New York: Norton and Company, 2010.
The required text is available in the bookstore. Other readings will be available on Canvas. Please note: You must bring these readings to class as printouts or on a laptop or tablet. Either way, you must annotate and mark-up the readings as you read them. We will refer to the readings during class discussion and use them as part of in-class assignments. I will ask you to share your annotations and mark-ups with me and members of the class.
Major Assignments
Preparation for Discussion of Readings and Participation Points (10 @ 1 pt. each = 10)
You will be asked to bring an index card containing responses that arose from your careful reading of the day’s assignment. On one side of the card you should write a question that you would like (or need) an answer to. On the other side, you should write and reflect on something that “wow-ed” you about the day’s assigned reading.
Literacy Narrative (5)
For the first assignment, you will write a narrative about an experience with literacy that stands out in your memory. It could be a positive or a negative experience. What is important is that you describe and explain how that experience shaped how you feel about reading and writing today.
Argument Summary (5)
Being able to summarize other people’s arguments is an essential part of reading and writing at the university level. In this summary, you need to summarize the author’s argument, not just his or her words. That is, you have to make sure that you represent the main point and it’s supporting evidence so that a reader really understands the argument. You will begin learning documentation strategies.
Argument Summary and Synthesis (15)
This assignment asks you to summarize the arguments made in 3 different readings. You’ll include shorter summaries that still correctly represent the authors’ academic arguments and synthesize (make connections between) these arguments. This assignment will help you continue to develop summary, paraphrase, and quotation abilities.
Exploratory Writing Posts (5 @ 2 pts each = 10)
Periodically, a discussion post will be due in Canvas. The postings will be related to readings and assignments, and each posting is explained in the daily schedule.
Supplemental Assignments for the Literacy Practices Report (15)
This assignment has three parts: 1) a Literacy Practices Inventory; 2) two on-site observations within the community you are studying and two interviews: one with a decision maker in the community and one with a stakeholder in the community; 3) a statement of significance, which should explain what exactly is significant and important about the Discourse and literacy practices of the community you are studying.
Literacy Practices Report Revision Plan (5)
Taking into account your own understanding as well as the peer feedback you receive on a draft of the literacy practices report, you will tell me how exactly you plan to revise the report.
Literacy Practices Report (30)
For this assignment, you will write a report about the Discourse and literacy practices of a local or university-related community. You will gather information about and within the community. Specifically, you will conduct both primary (on-site and face-to-face) and textual research into the types of Discourse and literacy practices taught and used within the community. Your goal is to report on and make an argument concerning the Discourse and literacy practices of the community.
Semester Writing Analysis (5)
Write a reflective essay (2-5 pages) analyzing who you are becoming as a writer and how you have progressed toward your initial goals in the class. In other words, describe your emerging identity kit. Observe standard essay format: introductory paragraph with thesis, thoroughly developed body paragraphs with topic sentences, and a conclusion paragraph. The final "exam" is due at the beginning of class on the last day of class.
Policies
Canvas: Much of the business of this course will be conducted on Canvas. Activities for each day will be posted through Canvas, and most assignments will be turned in and graded through Canvas. Please have an email account connected to Canvas, and check it regularly. I will send out important announcements through Canvas messaging.
Class Participation: You must prepare, come to class, and contribute to the learning that happens in class. Being prepared includes paying close attention to the assignments, doing the homework, and bringing relevant materials with you. Contributing means you have something relevant to say or questions to ask during class discussions. You are also expected to participate in small group discussions, to seek feedback from other class members on work in progress, and to provide thoughtful feedback to other class members.
Attendance & Punctuality: Attendance is important. While in some courses you may be able to master the material on your own using the textbook, this is not the case for Writing 1010 (or most humanities courses, for that matter). I recognize that illness or other factors may occasionally interfere with your ability to attend class; we are all human beings with complex lives. Therefore, you will be allowed to miss three class periods with no questions asked. DON’T waste those 3 absences; save them for a real emergency. Additionally, chronic tardiness or leaving early will affect your participation grade.
Late work: Turn in all assignments on time. If you have a compelling reason for turning in an assignment late, I will work with you, but you need to inform me of that reason ahead of time. Please understand that late work may or may not receive instructor feedback. This is a decision I will make at my discretion, given time constraints.
Food & Drink: Food and beverages are not allowed near the school’s computers. When away from the computers, discrete, unobtrusive eating and drinking are okay.
Cell Phones & Computers: Computer use is encouraged in this class, but only in ways that are related to class activities. This does not include checking Facebook or Twitter, listening to music, online shopping, miscellaneous YouTube videos, homework for other classes, etc. I realize it takes discipline not to “check” your devices every time there is a brief lull in class activity, but there are rewards as well. Think kairos.
Respectful Conduct: The Code of Student Rights and Responsibilities (the “Student Code,” viewable at guarantees that all students at the U have the right to a “climate conducive to thinking and learning.” The Student Code also protects all members of the university community—including instructors—from intentional disruption of classes and other university activities and from intentionally disrespectful and threatening behavior or language. In WRTG 1010, this means that you have the right to a full range of expression when you write and talk in class. It also means that no one is free to use language intended to be inflammatory, insulting, or discriminatory.
Religious Observance: If you have a conflict between a religious holiday and a graded assignment, please contact me in advance so that we can make appropriate arrangements.
Content Accommodation: I do not grant content accommodation for this course. Please review the syllabus and readings to determine whether the content of the course or any of the readings conflicts with any of your core beliefs. If you do see such a conflict, you may want to drop the class, with no penalty, before the last day to drop courses. You are welcome to come and discuss any such conflict with me, as well. For more information on the content accommodation policy, please visit the Accommodations Policy section of the administration policy and procedures at .
Academic Honesty: At all times in this course, you should document the conversation you are joining, using proper punctuation and citation, and prove where you get information you use, especially when you write that information into your own assignments. Taking someone else’s words, ideas, or concepts, and using them without citing the source, is plagiarism. So is using another student’s essay, or part of his or her essay, as your own. Willfully copying another’s work and presenting it as if it were your own constitutes plagiarism, which is an offense the U, the University Writing Program, and I take very seriously. If you fail to act responsibly, you will most likely receive a failing grade (E) for the assignment in question, and you will possibly fail the course. We will talk about effective and ethical source use in class. If you have questions about how to avoid specific instances of plagiarism, feel free to ask me. If you have questions about the U’s plagiarism policy, please refer to sections II and V of the Student Code.
We will discuss the definition of plagiarism in this course, and if you have any questions, always feel free to ask me. It’s been my experience that those writers who plagiarize are those who feel overwhelmed by the assignment. They use someone else’s work to stand in for their own out of desperation. If you get so frustrated with an assignment that you feel like your only option is to plagiarize, come see me. My role as a teacher is to help you, not punish you. I am a resource to help you write, brainstorm, or work out your essays. I am interested in reading your ideas, thoughts, and words, not those of the guy selling papers on the Internet. Please don’t plagiarize.
Resources
University Writing Center
The University Writing Center offers one-to-one assistance with writing. Tutors can help you understand your writing assignments, work through the writing process, and/or polish your drafts for all the courses in which you are enrolled. Sessions are free of charge, and you can meet as often as you need. To make an appointment, call 801.587.9122 or register on the website at The Writing Center is located on the second floor of the Marriott Library.
Americans with Disabilities Act (ADA) Statement
The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification to the Center for Disability Services.
Veterans Center
If you are a student veteran, I want you to know that the University of Utah has a Veterans Support Center on campus. It is located in Room 161 in the Olpin Union Building. Hours: M-F 8-5 pm. Please visit the website for more information about what support it offers. Please let me know if you need any additional support in this class for any reason. Here is a list of ongoing events and links to outside resources:
LGBT Resource Center
If you are a member of the LGBTQ community, I want you to know that my classroom is a safe zone. Additionally, please know that the University of Utah has an LGBT Resource Center on campus. It is located in Room 409 in the Olpin Union Building. Hours: M-F 8-5pm. You can visit the website to find more information about the support they can offer. Please also let me know if there is any additional support you need in this class. A list of events provided by the center and links to additional resources can be found here:
Wellness Statement
Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness: or 801-581-7776.
Learners of English as an Additional/Second Language
If you are an English language learner, please be aware of several resources on campus that will support you with your language development and writing. These resources include: the Department of Linguistics ESL Program ( the Writing Center ( the Writing Program ( the English Language Institute ( Please let me know if there is any additional support you would like to discuss for this class.
Drop/Withdrawal
The last day to withdraw from classes for Fall 2015 is November 13. To learn about the University's Drop/Withdrawal Policy, go to
Grade Scale:A: 95%-100%; A-: 90%-94%; B+: 86%-89%; B: 83%-85%; B-: 80%-84%; C+: 76%-79%; C: 73%-75%; C-: 70%-74%; D+: 66%-69%; D: 63%-65%; D-: 60%-64%; D: 59% and below.