Class Location: Tawes 1107 Office Location: 2230 Tawes Hall
Class Time: MWF 1:00 to 1:50 (Friday online) Office Hours: MW 2-4 pm
Professor Email: firstname.lastname@example.org
UTA Email:email@example.com The purpose of this course is to empower you to write more clearly and persuasively within and beyond your chosen field of study.
Upon completion of this course, you will be able to:
Demonstrate understanding of writing as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate sources, and as a process that involves composing, editing, and revising.
Demonstrate critical reading and analytical skills, including understanding an argument's major assertions and assumptions, and how to evaluate its supporting evidence.
Demonstrate facility with the fundamentals of persuasion, especially as they are adapted to a variety of special situations and audiences in academic writing.
Demonstrate research skills, integrate your own ideas with those of others, and apply the conventions of attribution and citation correctly.
Revise and edit your own writing for appropriateness. You will take responsibility for such features as format, syntax, grammars, punctuation, and spelling.
Demonstrate an understanding of the connection between writing and thinking and use writing and reading for inquiry, learning, thinking, and communicating in an academic setting.
Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves that Matter in Academic
Writing. 3rd ed. New York: Norton, 2014.
Inventing Arguments: A Rhetoric and Reader for the University of Maryland’s Academic Writing
Program. Boston: Pearson, 2014.
We will use Elms course page and VoiceThread for online class days. Sign up for a VoiceThread account here: https://voicethread.com/groups/subscribe/1474259/cf3b5f8c4/
Course Policies Participation and Attendance
You are expected to be prepared for class and to actively participate in class discussions. Be ready to respond to questions posed to you, have drafts when they are due, and complete in-class writing activities. Your active participation will contribute to your final grade.
There is a limit to the number of unexcused absences that you may accrue over the course of the semester. For T/TH courses, you have four unexcused absences; for MWF classes, you have six. While you are allowed these absences, missing class sessions still means that you will lose participation points for that day and for any in-class exercises that your peers complete. For each additional unexcused absence beyond 4/6, your final grade for the course will be lowered by one full letter grade.
Papers are due on the date and time designated on the course syllabus. That deadline holds true whether you can make it to class or not and whether your absence is excused or not. Late papers will be marked down one letter grade per day late, including weekends. If you must submit a late paper, you should contact me the day the paper is due, so that I know when to expect your paper and how you will submit it.
Draft workshops enable you to develop two major writing skills that are integral to this course: 1) learning to be a critic of your own writing and the writing of others, and 2) learning how to revise your work given comments and questions from your peers. Your writing will improve by having others read and respond to it.
On the day of a draft workshop, you will be required to have a complete draft of your paper. If you do not have a draft in class that day (this includes not having it in class because you are absent), your final grade for that paper will be reduced by a letter grade – that is, an A paper will be a B paper if you did not have your draft.
The format for papers will vary, but unless otherwise indicated, the standard format is as follows:
double-spaced throughout (with no extra spaces between paragraphs)
readable font (12 point, no italics except for titles or emphasis)
one-inch margins on all sides, left justified
your name, my name, the section number for the course, and an indication of the draft number (first, second, final) in upper left corner
title of the paper center justified
Think of my office as an extension of the classroom and use my office hours to discuss any aspect of your writing and reading, as well as any questions you may have about class procedures or requirements. During my open office hours, you may stop in my office whenever you like. I am also happy to schedule another time to meet if my office hours conflict with your schedule.
All students should consider visiting the Writing Center as a way to improve the overall quality of their writing. The Writing Center is for all student writers—including those who see themselves as strong writers. It is an excellent resource, so please take advantage of it!
Cell Phone and Laptop Policy
Please turn off your cell phone during class and put it in below your desktop. Texting during class will not be tolerated. You are welcome to use your laptop or tablet for class-related writing and activities. Checking Facebook or other social media during class will result in penalties toward your participation grade.
8. Academic Integrity
Plagiarism, whether it is submitting someone else’s work as your own, submitting your own work completed for another class without my permission, or otherwise violating the University’s code of Academic Integrity, will not be tolerated. You are expected to understand the University’s policies regarding academic integrity. These policies can be found at the website of the Office of Student Conduct. Please visit this website, click on the “students” link, and read the information carefully.
9. Accommodations for Students with Disabilities
Your success in the class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course. In order to receive official university accommodations, you will need to register and request accommodations through the Office of Disability Support Services.
The percentages of contribution to your final grade are as follows:
Course Assignments Academic Summary: Summary is an element of good critical reading, which is, in turn, the cornerstone of academic writing. With this assignment, we take the first step in learning many skills crucial to successful academic writing, including clarity and concision, effective and ethical use of sources, and the interconnection of reading and writing. For this assignment, you may choose to summarize a piece of academic writing within your field of study. Your summary of that work should not exceed 300 words.
First Person Inquiry Essay: You will consider a personal experience (we are defining “experience” rather broadly) and you’ll question and probe that experience, seeking understanding of what’s at issue in the experience. Past students have written provocative essays on topics such as the following: “What It’s Like to Be Black in the South” and “Why I Support Stricter Gun Laws.” The goal is to use your personal experience to introduce questions and concerns. Your personal experience = springboard to discuss bigger issues.
See VOX’s “First Person” section for examples of this kind of writing. (We will discuss some of these examples in class.) https://www.vox.com/first-person Annotated Bibliography: This assignment will support your work in the First Person Inquiry assignment, as it will enable you to identify sources that will propel your inquiry. In particular, you will find five sources that will aid in your exploration, and you will annotate them. Each annotation should (1) cite the text of your choice in perfect MLA format; (2) summarize the text; (3) evaluate the validity and fairness of the source (4) discuss how the text will help you gain a deeper sense of the issue and how the source will contribute your investigation.
Rhetorical Analysis: Now it’s time to critique others’ writing! For this group assignment, you will analyze a persuasive text by taking into consideration rhetorical appeals, rhetorical situation, intended audience, exigence, style, and organization. Your goal is to write a 4-5 page scripted argument about the effectiveness of the text for the given audience. Your group will revise and polish the script, then transform it into an engaging presentation for the class. Your group presentation should be approximately 10 minutes. Each group’s grade will be based on the script and the presentation.
Digital Remediation:You will shift gears in this assignment, moving from an academic audience to a more popular audience. This exercise will compel you to distill your ideas and explain arguments more simply. Here, you will compose a website that introduces non-academics to your research. You should convey the importance of the issue (why the public should care), present the arguments of different stakeholders invested in the issue, and emphasize your own contribution to the topic. In addition, you’ll include a “Suggested Reading” list that directs readers to sources where they can learn more. The page should include approx. 1800 words.
Position Paper: This paper is the culmination of the research, writing, and analysis that you have conducted throughout the semester. Your goal is to compose an essay that offers the most persuasive arguments for a certain position, that refutes competing positions and alternatives, and that organizes your ideas effectively and efficiently. The final paper is directed to a specific, academic audience, and it should include a bibliography of approximately 20 sources. 8-10 pages.
Revision Assignment:Reflection and revision are integral to the writing process. These activities enable you to think critically about your identity as a writer, your writing process, and the feedback you’ve received; then, you can leverage these insights to improve your work. For this final assignment, you will revise an assignment of your choice. Here, you have the opportunity to demonstrate what you’ve learned over the course of the semester and to gain a unique picture of who you are as a writer. You will include a reflective memo that discusses the substantive revisions you made to this assignment and your progress as a writer over the course of the semester. Reflective Memo will be 2 pages single-spaced.
TSIS: They Say/I Say
IA: Inventing Arguments
Introductions; Discuss Syllabus and Course Objectives
What is Academic Writing?; Introduce Academic Summary Assignment
Read Vershawn Ashanti Young’s “Should Writers Use They Own English” http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1095&context=ijcs
Begin Academic Summary Assignment
CLASS ONLINE- Writing Goals
LABOR DAY: NO CLASS
Academic Summary; Explore Writing Topics
Paraphrase vs. Summary
TSIS 30-51 “Paraphrase and Summary” http://www.uc.utoronto.ca/paraphrase