Writing Theory and Practice



University of Texas at San Antonio

Spring 2010

Theory and Practice of Composition ENG 3303.001

MEETING TIMES: T/TH 9:30-10:45 a.m. ROOM: UC 2.02.12

INSTRUCTOR: Dr. G. Pizzola OFFICE: HSS 4.03.02

E-MAIL: gail.pizzola@utsa.edu (best way to communicate w/ me) PHONE: 458-5336

OFFICE HOURS: T 8:00-9:00 a.m.., TH 3:30-4:30 p.m. or by appointment

For assistance with your writing, you may visit The Writing Center, located in HSS 2.02.22 (tutor room), HSS 3.03.08 (computer room), FS 4.432 (downtown campus), or JPL (check with reference desk for specific location in the library). See for hours of operation at various locations.

COURSE DESCRIPTION

To prepare students to write in their profession and/or to teach writing, the class will examine composition theory and will practice stylistic choices which lead to clear, effective writing. Fulfills an upper division course requirement for English majors/minors and is required for undergraduate and post-baccalaureate teacher certification in English. Prerequisite: Completion of the Core Curriculum requirement in rhetoric. 3 hours credit.

REQUIRED TEXTS

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Lindemann, Erika. Rhetoric for Writing Teachers. 4th ed. New York: Oxford UP,

2001. ISBN: 978-0-19-513045-4

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Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves That Matter in

Academic Writing. New York: Norton, 2006. ISBN: 13-978-0-393-92409-1

(available on Kindle)

REQUIRED MATERIALS

Computer access

Email account

Internet access

Folders, paper, writing instruments

OBJECTIVES

This course will provide students with an opportunity

to demonstrate use of oral and written communication skills for varied purposes.

• to demonstrate analysis and evaluation of ideas, trends, and arguments relevant to composition theory and practice

• to demonstrate use of grammatical choices for rhetorical effect

COURSE REQUIREMENTS

1. Weekly response journals (Lindemann)…………………………15%

2. Annotated Bibliography…………………………………………20 %

Part 1

o From the list below, select a topic in composition that interests

you and about which you might want to know more

o Topic choice due Week 2, January 21

• Select a topic from these options below:

1. AUDIENCE

a. Why is audience critical to composition?

b. What might writers do to establish a strong and effective connection with their audience?

2. MULTIMODAL COMPOSITION

a. What is meant by multimodal composition and is this the wave of the future in “written” composition?

3. PEER REVIEW

a. What is peer review?

b. What forms can it take?

c. Is it important to effective writing?

4. PREWRITING

a. What is prewriting?

b. What forms can it take?

c. Is it important to effective writing?

5. TEACHING PRESCRIPTIVE GRAMMAR

a. How does teaching prescriptive grammar inform/contribute to the development of composition skills, if it does at all?

b. Focus on either elementary, middle, high school, or college levels

Part 2

o Locate 5 articles on your chosen topic.

o Begin with the UTSA library:

▪ From this site you can access the databases

▪ Look under “Find Information”

▪ Click on “Find Databases & Articles”

o Keep in mind that you will use these articles when you write your synthesis essay to persuade your audience on some aspect of your topic.

o Develop an annotated bibliography of these 5 articles

o Include at least one article that opposes the position of your other articles.

o Part 2 is due Week 5, February 11

Part 3

o Locate 5 additional articles on your chosen topic.

o Include at least one more article that opposes the position of your other articles

o That means you should have at least 2 articles that take a position different from your other articles

o Annotate these 5 articles as you did in Part 2.

o Add them to the original 5 annotated articles (completed in Part 2

o Be sure all 10 are in the appropriate alphabetical order

o Submit a complete 10-article annotated bibliography representing a well-rounded look at your topic.

o Part 3 is due Week 8, March 4

. 3. Writing Assignment development & presentation (group project)…20%

o Details will be provided on Blackboard

o Due Final exam day

o Evaluation

o Team member evaluation……..10%

o Audience evaluation…………..20%

o Professor evaluation…………..70%

4. Mini-lesson editing presentations, possible quizzes (announced and/or

unannounced)…..……10%

• Partners will present a mini-lesson on editing

o Lesson should accurate

o Lesson should be creative

• Partners will choose one editing area to explain and illustrate

• Mini-lesson will be10-15 minutes long

o Partners will explain and clarify editing topic

o Partners will provide practice opportunities for audience

5. Synthesis paper project…………………………………………….20%

• Use the topic you researched for your annotated bibliography.

• Come up with a claim you wish to develop in your paper

• Support your claim by synthesizing 7 of the 10 articles from your annotated bibliography

• Be sure to anticipate and respond to your opposition.

• Be sure to document your sources internally and on a Works Cited (if using MLA) or Reference (if using APA) page.

o MLA and APA have revised their documentation styles effective 2009: Use the updated version.

o Create a Works Cited page/Reference page.

▪ Do not simply attach your annotated bibliography to your synthesis essay.

▪ The WC/Ref page must be on a separate sheet of paper

• Due April 15

[pic] [pic]

This is what the 7th ed. of the MLA Handbook looks like. This is what the 6th ed. of the

APA Manual looks like

7. Synthesis peer review essay…………………………….………….5%

A. Part A

a. Compose a quality essay draft of your synthesis essay, typed and documented

b. Submit it to the assigned peer reviewer Week 9 March 9

B. Part B

a. Compose a 2-page review of the draft you receive from the original author.

b. Review due to original author Week 10, March 25

c. Copy of review due to professor Week 10, March 25

8. Participation…………………………………………………….…..10%

• in workshops

• in invention, drafting, revision, editing activities, prewriting activities

• in class discussion

• presentations

• in class activities

• Attendance (attendance falls under this category since if you are not in class, you cannot participate (i.e., I will take attendance at the beginning of each class, and your attendance will be part of your participation grade. If you are on time and remain for the entire class, you will receive full credit for attending the class on that day (√ = 100%); if you are late or leave early, you will receive only partial credit for attending the class on that day (√- = 50%)

INSTRUCTIONAL PROCEDURES

The primary instructional procedures used in this class will be discussion (class and group), student presentations, peer review/evaluation/analysis, and writing practice.

LATE/MISSING WORK

• NO quiz, exercise, mini-presentation, or journal can be made up, regardless of the reason

• Essays, rough drafts, and final drafts are due on the date designated in the syllabus.

o I will accept an essay one class day late with no penalty.

o However, after that grace period, you will lose 10 points per class day that the essay is late, regardless of the reason.

GRADE EQUIVALENTS for essays

A+ = 97-100% A = 96-94% A-= 93-90%

B+ = 89-87% B = 86-84% B- = 83-80

C+ = 79-77 C = 76-74 C- = 73-70%

D+ = 69-67% D = 66-64% D- = 63-60

F = 59% and below

GRADE EQUIVALENTS for course

A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = 59% and below

INCOMPLETES

The “I” grade is granted under exceptional circumstances. See Information Bulletin (available online: begin your search from the UTSA home page.)

ESSAY FORMAT (for traditional, linear composition)

o Use APA or MLA documentation (in-text citation, Works Cited/Reference page).

o Don’t mix these documentation styles. Choose one or the other. For guidelines, see

▪ APA Publication Manual of the American Psychological Association (6th ed.) or

▪ MLA Handbook for Writers of Research Papers (7th ed.).

▪ MLA and APA have revised their documentation styles effective 2009, so an old handbook containing MLA and APA samples will not work.

o Format

▪ type, double-spaced

▪ 12-point Times New Roman

▪ one side of each page

▪ 8.5” x 11” paper

▪ number pages at top right corner

o Cover sheet

▪ If you use APA, you will need an appropriately formatted cover sheet

▪ If you use MLA, don’t include a cover sheet.)

o Submit essay in 2-pocket folder

▪ Include prewriting

▪ Include notes

▪ Include drafts

▪ Include peer reviews (if completed)

▪ Include Writing Center tutoring slips (if completed)

▪ Include final draft for evaluation

▪ Include evaluation sheet (available on Blackboard)

PAPER FORMAT (for the adventuresome who choose a nontraditional, not necessarily linear composition)

o Use APA or MLA documentation (in-text citation, Reference page).

▪ See APA Publication Manual of the American Psychological Association (6th ed.) or

▪ MLA Handbook for Writers of Research Papers (7th ed.).

▪ The Purdue Online Writing Lab (OWL) is a useful site for information on documentation:

o Format

▪ For an example of how you might use multimedia/hypertext to create a composition, see

• Boese, C. (1998). The Ballad of the Internet Nutball. Self-published doctoral dissertation. Rensselear Polytechnic University.

• Odell, L. & Katz, S. M. (2006). Writing in a Visual Age. Boston: Bedford/St. Martin’s.

RESPONSE JOURNAL—LINDEMANN: usually due at the beginning of each Tuesday’s class

• Purpose:

o To provide a basis for class discussion

o To provide an opportunity to practice writing w/ minimum risk

o To provide you with practice as you work toward your major projects

• Length:

o minimum: 250 words

▪ about 1 full page, typed, double spaced

▪ if you write less than 250 words, you will not receive full credit

o maximum: 500 words

▪ about 2 typed pages, double spaced

▪ if you write more than 500 words, I will not read beyond the 500

• Instructions:

o Read each chapter

o Summarize and respond to each chapter using the following format:

▪ Paragraph 1:

• Identify the author (Erika Lindemann) and chapter title (put chapter titles in quotation marks)

• Identify the main idea of the chapter, the thesis.

• Summarize the main points (all of them) of the chapter in 2-4 sentences.

▪ Paragraphs 2-X:

• Respond

o What do you think about the points Lindemann brought up?

o Why do think as you do?

o You can agree or disagree with Lindemann, but

▪ Be sure to explain your opinion and refer to the text.

▪ If you quote, cite the page on which the quote appears.

o Evaluation

▪ Credit will be based on

• how well you follow directions

• whether or not you write at least 250 words, and

• how well you demonstrate your thinking about the chapter

o √ (full credit)—you have met the requirements

o √- (half credit)—you have not met the requirements

o √+ (credit and a half)—you have written a journal that shows an extraordinary depth of thought

▪ These journals are an opportunity to practice processing ideas and trying out different stylistic devices

▪ I will provide formative comments on your organization, coherence, style (sentence structure, word choice), punctuation, grammar, and mechanics.

• These comments are to help you further develop your writing skills.

• They will not be the basis of your grade for this activity since the point is to encourage you to practice writing in a nonthreatening situation.

QUIZZES

From time to time we may have a quiz (objective or subjective) on content from Lindemann or Graff and Birkenstein. Usually these quizzes will be unannounced. If you keep up with the reading assignments, you shouldn’t have a problem with these quizzes.

ACADEMIC INTEGRITY

According to the UTSA Information 2007-2008 Bulletin, “The University can best function and accomplish its objectives in an atmosphere of high ethical standards. All students are expected and encouraged to contribute to such an atmosphere in every way possible, especially by observing all accepted principles of academic honesty…” (76).

Academic or scholastic dishonesty includes, but it not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or attempt to commit such acts. Academic dishonesty is a violation of the Student Code of Conduct…” (76).

Plagiarism includes, but is not limited to, the appropriation, buying, receiving as a gift, or obtaining by any means another’s work and the submission of it as one’s own academic work offered for credit (128).

Collusion includes, but is not limited to, the unauthorized collaboration with another person in preparing academic assignments offered for credit or collaboration with another person to commit a violation of any section of the rules on scholastic dishonesty” (129).

If you plagiarize, you will receive a zero (0) for the assignment.

COURSE SCHEDULE (Subject to change as needed)

Week 1 January 12, 14

• Introduction to the course, projects, bibliographies, library reserves, expectations, Blackboard

• Characteristics/Principles of Good Writing: Discussion (Lindemann 208)

• Lindemann, Chap. 1, Why Teach Writing? pp. 3-9

Week 2 January 19, 21

Lindemann, Chap. 2, What Is Writing, pp. 10-21

• The Writing Process

• Evaluating sources

• Using databases

• “Entering the Conversation,” Graff & Birkenstein, pp. 1-13

Week 3 January 26, 28 *Census Day

• Lindemann, Chap. 3, What Does the Process Involve? pp. 22-34

• Editing presentation & practice #1: parts of speech (8)

• Summarizing: “The Art of Summarizing,” Graff & Birkenstein, pp. 28-36

Week 4 February 2, 4

• Lindemann, Chap. 4, What Do Teachers Need to Know about Rhetoric? pp.

37-59

• Editing presentation & practice #2: subjects, predicate nominatives

• Thesis

• Nominalization

Week 5 February 9, 11

1ST 5 entries of annotated bibliography due February 11

• Lindemann, Chap. 5, What Do Teachers Need to Know about Linguistics?

pp. 60-85

• Editing presentation & practice # 3: direct objects, indirect objects, object

complements

• Quoting

“The Art of Quoting,” Graff & Birkenstein, pp. 39-47

“Templates for Introducing Summaries and Quotations,” Graff &

Birkenstein, pp. 36-37

Week 6 February 16, 18

• Lindemann, Chap. 6, What Do Teachers Need to Know about Cognition?

• Editing presentation & practice 4: verbs, main, linking, auxiliary, verbals

(gerund, participle, infinitive)

• Audience

• Substitutes for the word said

• Plagiarism (ref. U of Indiana, Bloomington School of Education site:

indiana.edu/~istd/

Week 7 February 23, 25

• Lindmann, Chap. 7, Prewriting Techniques, pp. 109-129

pp. 86-108

• Editing presentation & practice #5: adjectives, predicate adjectives, adjective

phrases, adjective clauses, participial phrases

• Paraphrasing

Week 8 March 2, 4 *Midterm grades due

Completed (all 10 entries) Annotated Bibliography due March 4

• Lindemann, Chap. 8, Shaping Discourse, pp. 130-145

• Editing presentation & practice # 6: adverbs, adverb phrases, adverb clauses

• Argument and persuasion:

o “Yes/No/Okay, But: Three Ways to Respond,” Graff & Birkenstein, pp. 51-63

o “And Yet: Distinguishing What You Say from What They Say,” Graff & Birkenstein, pp.64-73

o “Skeptics May Object: Planting a Naysayer in Your Text,” Graff & Birkenstein, pp. 74-86

o “So What? Who Cares? Saying Why It Matters,” Graff & Birkenstein, pp. 88-96

Week 9 March 9, 11

Typed drafts of synthesis essay due to reviewer—March 9

• Lindemann, Chap. 9, Teaching Paragraphing, pp. 146-162

• Editing presentation & practice # 6: pronouns—subjective, possessive,

objective

• Effective sentences

• Parallel structure

SPRING BREAK MARCH 15-21

Week 10 March 23, 25 *March 22: last day to drop an individual class

with a W for students with 30+ hours)

Typed response essay from reviewer due to author—March 25

• Lindemann, Chap. 14, Responding to Student Writing, pp. 222-251

• Editing presentation & practice # 7: pronoun agreement, pronoun reference

• Unity

Week 11 March 30, April 1

• Lindemann, Chap. 12, Teaching Rewriting, pp. 189-210

• Editing presentation & practice # 8: noun clauses, gerund phrases

• Organization and Coherence

• “Templates of Signaling Who is Saying What in Your Own Writing,” Graff & Birkenstein, pp. 67-70

• “As a Result: Connecting the Parts,” Graff & Birkenstein, pp. 101-113

• “In Other Words: The Art of Metacommentary,” Graff & Birkenstein, pp. 123-131

Week 12 April 6, 8

• Lindemann, Chap. 13, Developing Writing Assignments, pp. 213-21

• Editing presentation & practice # 9: misplaced, dangling, squinting modifiers

• Punctuation

Week 13 April 13, 15 *IDEA SURVEY

Persuasive synthesis essay--due April 15

• Lindemann, Chap. 10, Teaching about Sentences, pp. 163-174

• Editing presentation & practice # 10: subject verb agreement

• Effective Sentences

Week 14 April 20, 22

• Lindemann, Chap. 11, Teaching about Words, pp. 175-188

• Editing presentation & practice # 10: active and passive voice

• Deadwood

• Word choice

Week 15 April 27 *April 29: *last day to drop an individual class with a

W for students with 29 hours or less.

• Workshop: Team assignment presentation

Study days—April 29, 30

Final Exam—Monday, May 3, 10:30 a.m.-1 p.m.

Assignment Development presentations

DUE DATE SUMMARY SHEET

Journals are due on Tuesday

• January 21: Annotated bibliography topic choice due

• January 28: Editing presentation & practice #1: parts of speech (8)

• February 4: Editing presentation & practice #2: subjects, predicate

nominatives

• February 11:

o 1ST 5 entries of annotated bibliography

o Editing presentation & practice # 3: direct objects, indirect objects, object complements

• February 18: Editing presentation & practice 4: verbs, main, linking, auxiliary,

verbals (gerund, participle, infinitive)

• February 25: Editing presentation & practice #5: adjectives, predicate adjectives,

adjective phrases, adjective clauses, participial phrases

• March 4:

o Completed (all 10 entries) Annotated Bibliography

o Editing presentation & practice # 6: adverbs, adverb phrases, adverb

clauses

• March 9: Typed drafts of synthesis essay due to reviewer

• March 11: Editing presentation & practice # 6: pronouns—subjective, possessive,

objective

• March 25:

o Typed response essay from reviewer due to author

o Editing presentation & practice # 7: pronoun agreement, pronoun

reference

• April 1: Editing presentation & practice # 8: noun clauses, gerund phrases

• April 8: Editing presentation & practice # 9: misplaced, dangling, squinting

modifiers

• April 15:

o Persuasive synthesis essay

o Editing presentation & practice # 10: subject verb agreement

• April 22: Editing presentation & practice # 10: active and passive voice

• May 3 (10:30 a.m.-1 p.m.): Assignment Development presentations

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