ENGLISH 103: ACCELERATED ACADEMIC WRITING—FALL 2006



English 103: Accelerated Academic Writing—spring 2007

Section 04__, MWF 11:30-12:20 , 223 Hodges

|Instructor: Jo Ann Dadisman |Mailbox: 231 Stansbury |

|Office: 244 Stansbury | Phone: 293-3107 x33450 |

|Hours: T-R 10:00-11:15; W 10-4; M-F by appointment | |

| |E-mail: joann.dadisman @Mail.wvu.edu |

Texts

Brady, Laura, ed. English 103: Accelerated Academic Writing. Plymouth, MI: Hayden

McNeil, 2007.

Cohen, Samuel, ed. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martins,

2004.

Lunsford, Andrea A. The Everyday Writer. 3rd ed. Boston: Bedford/St. Martins, 2005.

Additional Materials And Resources

In addition to your texts and computer, you will need a 3-ring notebook, a folder for essay submissions, an activated MIX account and access to

• Electronic reserve (username: dadisman and password: 245)

• WVU library’s 103 webpage (http: libraries.wvu.edu/english103/)

Course Overview and Objectives

This course is a part of WVU’s General Education Curriculum Writing Program which recognizes that effective writing skills are essential to success in every field of study and work. Therefore, most WVU students are required to take a sequence of two introductory composition courses—English 101 and 102. This course, English 103, is an accelerated introduction to academic writing; successful completion with the grade of C or better will satisfy the introductory composition requirement in one 3-credit course.

Since English 103 is an accelerated 3-credit hour composition course, it is specifically designed for students who have already demonstrated a certain level of writing proficiency and it emphasizes a more rigorous approach based on your ability to work more quickly and more independently than students who take the traditional two-course sequence.

Some of you may already have experienced writing award-winning fiction and poetry; others in the class may have contributed to their high school newspapers or regional magazines; still others have simply always done well on high school essay assignments. You've probably all had some—perhaps considerable—experience in stating your opinion clearly, and you should all have control of your writing style and mechanics. In other words, you are already strong writers.

Building on your existing strengths, English 103 will provide you opportunities to write:

• as a means of discovery and learning;

• as an integral part of inquiry about the material, social, and cultural contexts we share with others; and

• as a means of exploring, understanding, and evaluating and formulating ideas in academic disciplines.

As you polish your abilities to develop academic arguments, you will also become more articulate about your own knowledge of writing.

By the end of English 103, you should be able to

• know how to choose various kinds of writing (i.e., genres) to match the purpose and audience of a writing situation

• evaluate multiple audiences and varied rhetorical contexts for writing, particularly for researched, persuasive writing

• formulate strategies for civic and academic arguments

• find and evaluate resource material appropriately

• interpret and integrate resource material appropriately

• use academic citation systems to document work; understand the need for and logic of such systems.

Assignment Overview

To learn more about the work you will be doing in this course, read pages xiii-xiv in English 103: Accelerated Academic Writing. I will also give you detailed assignment sheets as we begin each of the four major papers and will often supplement the text for informal writing assignments.

Note: In addition to the four major assignments, the reflections, and the informal writing you will be asked to complete, you will also attend two instructional sessions at the library and complete in-class and four extended research log assignments. For more information about these assignments, consult the library webpage (see above) and the evaluation criteria described below.

Portfolio Approach, Response, and Evaluation

This course uses a portfolio approach to emphasize ongoing writing and revision. For more information about what may be a new approach to you, consult page xiv of English 103.

Evaluation Criteria and Grade Descriptions

Success in this class depends on meeting all the requirements, the quality of your written work, and your willingness to try new perspectives, to revise and rethink, to take risks. Your final grade will be based on the following percentages:

• Writer’s Notebook (WN--eight short, informal writing assignments): 20%

• Participation (in class and online): 10%

• Research Logs (in conjunction with your library experiences): 10%

• Final portfolio (four major papers and reflective writing): 60%

The grade descriptions given below can also be found on pages xiv-xvi of English 103. The exception is the research log rubric which I will give you to attach to your text’s pages.

Writer’s Notebook (20%) Your informal writing grade will be based on the following criteria:

|4 |The writing is well-developed, original, and succeeds in mastering new techniques and knowledge.  The writing shows risks that |

| |work. |

|3 |The writing has been done with considerable care and attention.  It is developed and detailed. |

|2 |The writing is acceptable.  The student needs to spend more time or thought on the assignment |

|1 |The writing is unacceptable.  It may be unfinished, inappropriate to the assignment, or written in class. |

|0 | The assignment was not submitted on time (late submissions are unacceptable) or the submitted work was not original. |

Information Literacy: Research Logs (10%) Your information fluency grade will be based on the following criteria:

| A |The assignment is completed with well-developed and thoughtful answers. Responses exhibit critical thinking and insight. |

| B |The assignment is completed with well-developed answers. Responses exhibit care and attention. |

| C |The assignment is completed with satisfactory answers. The student needs to spend more time and/or thought on the assignment. |

| D |The assignment is incomplete. Questions may be unanswered; answers may also be incorrect or inappropriate. |

| F |The assignment was not submitted on time or was not original work. |

Participation Grade (10%) Your participation grade will be based on the following criteria:

|A |Superior participation shows initiative and excellence in written and verbal work. The student helps to create more effective |

| |discussions and workshops through his/her verbal, electronic, and written contributions. Reading and writing assignments are |

| |always completed on time and with attention to detail. In workshop or conferences, suggestions to group members are tactful, |

| |thorough, specific, and often provide other student writers with a new perspective or insight. |

|B |Strong participation demonstrates active engagement in written and verbal work. The student plays an active role in the |

| |classroom but does not always add new insight to the discussion at hand. Reading and writing assignments are always completed |

| |on time and with attention to detail. In workshop or conferences, suggestions to group members are tactful, specific, and |

| |helpful. |

|C |Satisfactory participation demonstrates consistent, satisfactory written and verbal work. Overall, the student is prepared for |

| |class, completes assigned readings and writings, and contributes to small group workshops and large class discussions. Reading |

| |and writing assignments are completed on time. In workshop or conferences, suggestions to group members are tactful and prompt,|

| |but studentscould benefit from more attentive reading and/or specific detail when giving comments. |

|D |Weak participation demonstrates inconsistent written and verbal work. The student may be late to class, unprepared for class, |

| |and may contribute infrequently or unproductively to classroom discussions or small group workshops. Reading and writing |

| |assignments are not turned in or are insufficient. In workshops or conferences, suggestions to group members may be missing, |

| |disrespectful, or far too brief and general to be of help. |

|F |Unacceptable participation shows ineffectual written and verbal work. The student may be excessively late to class, regularly |

| |unprepared, and not able to contribute to classroom discussions or small group workshops. This student may be disruptive in |

| |class. Reading and writing assignments are regularly not turned in or are insufficient. In workshops or conferences, the |

| |student has a pattern of missing, being completely unprepared, or being disruptive. |

Portfolio Grade (60%) Your portfolio grade will be based on the following criteria:

|A |Superior portfolios will demonstrate originality and initiative and rhetorical sophistication that go beyond the requirements. |

| |A portfolio at this level is composed of well-edited texts of different genres that consistently show a clear, connected sense |

| |of audience, purpose and development. The writer is able to analyze his or her own writing, reflect on it, and revise/rewrite |

| |accordingly. The portfolio takes risks that work. |

|B |In strong portfolios, the writing succeeds in meeting its rhetorical goals in terms of audience, purpose, and genre conventions |

| |without need for further major revisions of purpose, development, audience, or writing style/mechanics. The writer is able to |

| |reflect on his or her own writing and make some choices about revision. The writer takes risks, although they may not all be |

| |successful. |

|C |Consistent portfolios meet the basic requirements, yet the writing would benefit from further revisions of purpose, development,|

| |audience, or writing style/mechanics (or some combination) and a stronger understanding of rhetorical decision-making. The |

| |writer composes across tasks at varying levels of success with some superficial revision. The writer has taken some risks in |

| |writing and exhibits some style. |

|D |Weak portfolios do not fully meet the basic evaluative standards. Most texts are brief and underdeveloped. These texts show a |

| |composing process that is not yet elaborated or reflective of rhetorical understanding. Texts generally require extensive |

| |revisions purpose, development, audience, and/or writing style and mechanics. |

|F |Unacceptable portfolios exhibit pervasive problems with purpose, development, audience, or writing style/mechanics that |

| |interfere with meaning and readers’ understanding. Unacceptable portfolios are often incomplete. A portfolio will also earn an|

| |F if it does not represent the writer’s own original work. |

Policies and Procedures

As I hope you’re already beginning to see, most of this class involves you directly in writing, responding, and reporting on reading and writing processes. For more information on course policies and procedures, please read xvi-xix in English 103. These policies guide my expectations for English 103 students regarding absences, participation, late work, cheating/plagiarism, classroom courtesy, social justice, and special needs.

Writing Resources

The WVU Writing Center and the Term Paper Clinic offer free writing and research assistance.

Writing Center tutors are available to help you at any stage in your writing process: brainstorming, drafting, revising, and/or polishing. The Center is located in Stansbury Hall, Room 44. You can call 293-3107x33457 to make an appointment or drop in to the Center anytime between 10:00AM and 5:00PM, Monday-Friday. Evening drop-in hours are also offered in the residence halls. Call the Writing Center for more information.

The Term Paper Clinic staff can assist you in gathering, sorting through, and incorporating research. The Clinic is located in the Downtown Library Study Room 1028. Hours are Monday-Friday, 1:30-3:30PM. No appointment is necessary.

Office Hours and E-Mail

Office hours provide a great chance to talk one-on-one. Please stop by to ask questions—or just to say hello. You may drop in during these times or make an appointment with me to talk about your progress in the course. I’d also be glad to talk with you via email. You can expect me to respond to you within 48 hours or less, Monday through Friday. So that we can use e-mail and the Internet to extend course conversations in a variety of ways, please activate and check your MIX account regularly. (Note: you can forward MIX to another account.)

SCHEDULE OF WORK

(*Subject to slight changes announced in class)

AAW=English 103: Accelerated Academic Writing (textbook)

50E= 50 Essays (textbook) EW=Everyday Writer (style manual)

WN=Writer’s Notebook

|Week |Date |Topic for Class |Homework |

|1 |1/9 |Introductions |Writer’s Profile (due 8/28) |

| | |Discuss policies and procedures |Read AAW Intro (xi-xix) |

| | |In-class writing sample | |

| |1/11 |Discuss readings |Read AAW (3-4,26, 32-37) |

| | |Writer’s Notebook #1 AAW (101) |Read 50E (1-8) |

| | | |Read AAW (17-25, 27-31) |

| | | | |

| |1/12 | |*Last day to add/change course schedule |

|Week |Date |Topic for Class |Homework |

| 2 |1/16 |Writer’s Notebook (WN) #1 due |Read AAW (59, 61, 63) and 50E (265-271 and 158-162) |

| | |WN#2 AAW (101) |Write Essay 1 draft and bring 4 copies to class for peer |

| | |Discuss readings as narrative |review |

| | |Introduce Essay 1 (Exploring Lives) AAW (101) | |

| |1/18 |Discuss reading as sample narrative |AAW (75-84); revise draft for new peer review |

| | |AWW (158-162) | |

| | |Peer workshop on draft of Essay 1 | |

| | |AAW (103) | |

|Week |Date |Topic for Class |Homework |

|3 |1/23 |WN #2 due |Begin to revise essay 1; prepare for conferences |

| | |Discuss reading |Read EW (3-22) |

| | |Paragraph unity with revised draft (85-86) | |

| |1/25 |Individual Conferences on drafts |Finish Essay 1 “final for now” |

| | |Introduce Essay 2 (Questioning Education) AAW (111) | |

|Week |Date |Topic for Class |Homework |

|4 |1/30 |Essay 1-- “final for now”--due with drafting; |Read AAW (111) and e-reserve article (Aronowitz); bring |

| | |NOTE: Info Lit. Instructional Session |writing sample from first week to class |

| | |(136 Downtown Library) | |

| | | |Info Lit: Finish Log #1 for 9/13 class |

| | | |Log #2 is due 9/25 |

| |2/1 |Discuss purpose of reflective writing |Read 50E (245-254); EW (139-156) |

| | |In-class reflection on Essay 1(AAW 107) | |

| | |Revisit writing sample |Find two (or more) sources that document the reality of a |

| | |Invention: AAC (53-54) |single event or topic in different ways |

| | |WN #3 due; Discuss reading; |WN#3: Option 1, AAC (111) |

| | |WN#4 in-class (Option 2, AAC, 111) | |

|Week |Date |Topic for Class |Homework |

|5 |2/6 |Peer workshop on draft of Essay 2 |Begin to revise essay 2; prepare for conferences; WN #5 |

| | |(AAW 113) |(optional): Research college websites for examples of |

| | | |"excellence," and write one page (single-spaced) on what you |

| | | |can make out of their use of the word |

| | | | |

| | | |Summarize and respond to WVU texts on missions and goals |

| |2/8 |Individual conferences on drafts |Continue to revise essay 2 |

| | | |Read EW (319-364) |

| | | |Finish Essay 2, “final for now” draft |

|Week |Date |Topic for Class |Homework |

|6 |2/13 |Essay 2, “final for now” due with drafting |Draft midterm memo (AAC 87 and 145) |

| | |In-class reflective writing on Essay 2 |Collect and organize working portfolio |

| | |Info Lit: Log #2 | |

| | |Introduce midterm memo and invention | |

| |2/15 |Review portfolio evaluation | |

| | |Peer workshop on midterm memo |Finish Midterm Memo and gather earlier papers for midterm |

| | |Discuss reading |portfolio assessment |

| | |Editing workshop on mid-term memo | |

| | |AAW (89-92) | |

| | |Introduce Essay 3 (Working for a Living) | |

| | |AAW (121) | |

|Week |Date |Topic for Class |Homework |

|7 |2/20 |Working portfolio due: resubmit Essays 1& 2 plus midterm |Read 50E (87-106 and 107-119) |

| | |reflective memo for midterm grade. |WN#4: AAW, Option 1 (121) |

| | |NOTE: Info Lit Instructional Session | |

| | |(136 Downtown Library) |Info Lit. Logs 3 and 4 due Oct. 9 |

| |2/22 |WN #4 due |Go to the Occupational Outlook handbook: |

| | |Questions for class discussion: | |

| | |How do you define “work”? |Find 2 occupations that interest you. Write a page about what|

| | |Where do you think your ideas about work come from? From |the writers’ ideas of job satisfaction are and how they |

| | |family? From TV? From other places? |compare to yours |

| | |What do you think has most significantly influenced your | |

| | |definition of work? |Go to the library and start browsing other sources (articles, |

| | |How do you foresee work fitting in with the rest of your |books) related to the general topic of work |

| | |life and your values, dreams, goals? | |

| | |Discussion of readings |Finalize research question for approval via email to |

| | |AAW (125) |instructor (by midnight on 10/4) |

| | |Issues of academic integrity AAW (93-98) |WN #5: Write an extended definition of “work” using AAW (125) |

| | |Giving credit to a wide range of sources |and other resources, including class discussion |

| | | |*mid-semester point |

|Week |Date |Topic for Class |Homework |

|8 |2/27 |WN #5 due |Write a proposed thesis |

| | |Info Lit Logs #3-4 due |Map your goals and ideas from the readings you're working with|

| | |Discuss readings working from your one-page WN entries | |

| | |In class writing: categorize and describe the types of |Focus on establishing the goals of your essay in a compelling |

| | |learning you're being asked to do in your classes |and specific introduction |

| |3/1 |Thesis workshop |Library research due Friday; Locate & copy at least 3 sources:|

| | |Source evaluation workshop |(1 chapter from a book, 1 article from a recent scholarly |

| | |Summarizing |journal, and 1 other source of your choice); no websites for |

| | |WN #6 due |this one. |

| | |Moving from thesis to research to draft: developing | |

| | |arguments and integrating sources |WN #6: Summarize and evaluate one source; bring copies of all|

| | | |your sources. |

| | | |Write Essay 3 draft and bring 4 copies to class on Monday |

|Week |Date |Topic for Class |Homework |

|9 |3/6 |Draft of Essay 3 due with copies |Begin to revise Essay 3; prepare for conferences |

| | |Peer workshop on draft, focus on thesis, argument, and | |

| | |source integration. | |

| |3/8 |Individual conferences on drafts |Read EW (183-206) |

| | | | |

| | | |Continue to revise essay 3 and prepare for conferences |

| | | |Finish “final for now” of Essay 3 |

|Week |Date |Topic for Class |Homework |

|10 |3/13 |Essay 3 “final for now” due with drafting |Read EW (139-156) |

| | |In-class reflective writing for Essay #3 |Read 50E (272-275) |

| | |Introduce Essay 4 | |

| | |Brainstorming session for possible research questions |WN#7: Using the reading from 50E, respond to the questions in |

| | |relating to work |AAW (7) |

| |3/15 |Discuss reading and assignment sheet |Read 50E (138-148) |

| | |Audience and Purpose |Practice using double entry notes as you read the 50E article.|

| | |WN #7 due |Consult AAW (5-6) for double-entry note guidelines |

| | |In-class debate |Browse possible sources |

| |3/16 | | |

| | | | |

| | | |*Last day to drop |

|Week |Date |Topic for Class |Homework |

|11 |3/20 |Discuss research strategies; Workshop research questions |Read EW (156-175, 369-402) |

| | |What points do you most agree with or relate to from our | |

| | |assigned readings and your research about work? Why? |Find two reputable web pages that address your topic. |

| | |What points do you strongly disagree with from our |Summarize the writers’ ideas and discuss how they compare to |

| | |assigned readings and your research about work? Why? |yours. |

| | | | |

| | | |Go to the library and start browsing other sources (articles, |

| | | |books) related to your general topic |

| | | | |

| | | |Finalize research question for approval |

| |3/22 |Research question due |Read EW (175-178) |

| | |MLA exercise | |

| | |In class, write up at least one paragraph that sets the |Library research due Friday: |

| | |stage for your essay--i.e., it explains your perspective |Locate & copy at least 3 sources: (1 chapter from a book, 1 |

| | |relative to other expert perspectives from your research |article from a recent scholarly journal, and 1 other source of|

| | |so far |your choice); no websites for this one. |

| | |What arguments from your sources are you incorporating in| |

| | |your essay and how? |Write Essay 4 draft and bring 4 copies to class on Monday |

| | |WN #8 Due |WN #8: Brief Annotated Bibliography: summarize and evaluate |

| | |Compile a small group-generated combined bibliography |your three main sources; bring copies of all your sources. |

| | |In groups, construct alternative introductions for each | |

| | |other; which ones work and for what audiences? | |

|Week |Date |Topic for Class |Homework |

|12 |3/27-3/29 |Spring Break |Begin drafting Essay 4 |

|Week |Date |Topic for Class |Homework |

|13 |4/3 |First draft of Essay 4 due with copies |Begin to revise draft; prepare for conferences |

| | |Workshop on coherence | |

| | |Peer Response to drafts | |

| |4/5 |Individual conferences on drafts |Read EW (277-313) |

| | | |Write second draft of Essay 4 and bring 4 copies to class |

|Week |Date |Topic for Class |Homework |

|14 |4/10 |Workshops on audience and documentation |Revise Essay 4 as “final-for-now” submission |

| |4/12 |Essay 4 is due |Collect and organize all class work |

| | |Final peer read | |

|Week |Date |Topic for Class |Homework |

|15 |4/17 |Bring portfolio (Papers 1-3) to class |Continue to review, revise, and organize working portfolio |

| | |Preparing the Final Portfolio: Review, Revision | |

| | |Discuss portfolio guidelines |Revise Essay 1 for peer review |

| | |Discuss radical or substantive revision vs. editing | |

| | |In class writing: portfolio revision plan | |

| | |Brainstorming for portfolio introduction | |

| |4/19 |Revision and Editing Workshop on Essay 1 |Draft portfolio introduction and table of contents for peer |

| | |Peer review of portfolio introduction and table of |review |

| | |contents draft | |

| | |Revision and Editing Workshop on Essay 2 |Revise Essays 2 and 3 for peer response |

| |4/20 |Final Portfolio due (Friday) | |

| | |Course evaluations | |

|Week |Date |Topic for Class |Homework |

|16 |4/24 | Course review and portfolio return | |

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