Boston University



WR152: Writing, Research & Inquiry“BU and the Culture of College”Instructor Name: Jason PrenticeCourse Dates:Office Location:Course Time & Location:Contact Information: instructor@bu.edu, etc. Office Hours: Course Credits: 4 credits + 3 BU Hub Units (Writing; Research and Information Literacy; Digital/Multimedia Expression)Course DescriptionAlthough we are often encouraged to write what we know, the best research writing is motivated by our interest in the unknown: What do we want to discover, how can we discover it, and what are the most effective ways to communicate our discoveries? These questions will drive our work in WR 152. Building on WR 120 or its equivalent, this class will help you cultivate your writing and research skills through a range of assignments, including a scholarly research essay in which you will be responsible for identifying and refining a topic, devising research questions, and answering those questions by finding and using a range of scholarly and non-scholarly sources. As a course that earns a Hub Unit in Digital/Multimedia Expression, WR 152 will also give you an opportunity to analyze different media and modes, such as podcasts, websites, and artwork, and to compose them yourself as you translate your academic writing into forms for different audiences. Even as it will draw on the principles of traditional rhetoric, this is a course about the ways twenty-first century writers can communicate both ethically and effectively. No special technological knowledge is required.The specific topic of this section is BU and the culture of college. Higher education is at a moment of cultural crisis, as stakeholders from parents to politicians question the goals, strategies, and experiences of college. This seminar invites you,?the principal stakeholder, to weigh in on this debate. What is it like to be a college student today? What are the challenges, both visible and hidden? What are the overlooked rewards? In this seminar you will explore questions about the culture of college as reflected through your experience at Boston University. You will draw on a range of research methods to investigate any aspect of your BU experience, from what you study to what you eat. Texts include scholarly articles by writers such as Peter Arnett,?Jean Twenge, and Pierre Bourdieu; contemporary journalism; and primary sources that you will produce, including photos and surveys.Course ObjectivesYou will receive three Hub units for this class: Writing, Research and Information Literacy, and Digital/Multimedia Expression.You will develop your abilities to: Strategically search for and select both scholarly and non-scholarly sources in different modes and media and read them with understanding, appreciation, and critical judgment Express yourself orally and converse thoughtfully about complex ideasEngage a range of sources in order to address research questions and to communicate findings in the form of responsible, considered, and well-structured arguments using different media and modes of expression as appropriate Produce clear, coherent work in a range of genres, modes, and styles; to demonstrate an understanding of the capabilities of various communication technologies Plan, draft, and revise efficiently and effectively, and help your peers do the same by responding productively to their workReflect on how research, reading, writing, and editing practices differ for varied audiences, genres, modes, media, and purposes Instructional Format, Course Pedagogy, and Approach to LearningAlthough they differ in their subject content, all WR seminars share common goals and lead you through a sequence of assignments that emphasize a process of planning, drafting, and revising informed by feedback from your classmates and instructor. Seminar activities also give you opportunities to engage in focused scholarly inquiry and discussion.?In WR 152, you will undertake an extended research project related to our course topic. You will conduct individual and/or group research, exploring new ways to find, evaluate, and engage with information from different sources and in different formats. You will become better able to select and use information sources strategically to formulate and?respond to research questions and to participate in scholarly and non-scholarly conversations about your topic. You will also become a more flexible writer by adapting your inquiry and its presentation for different audiences. Reflecting on your approach to writing and research will prepare you to adapt it to future occasions.Books and Other Course MaterialsBall, Cheryl E., Jennifer Sheppard, and Kristin L. Arola. Writer/Designer: A Guide to Making Multimodal Projects. 2nd Ed. Boston: Bedford St. Martin’s, 2018. Turabian, Kate L., Gregory G. Colomb, and Joseph M. Williams. Student's Guide to Writing College Papers. Chicago: University of Chicago, 2010. (Required in all Writing Program classes; available for sale at the BU Bookstore.)Additional assigned readings will be posted on the course Blackboard site.CoursewareOur class has a Blackboard site that contains the syllabus, assignments, and other course-related materials. You can log in to our Blackboard page at: also have a course Digication site that has a portfolio template. During the first week of class, you will make a copy of this template. Gradually, throughout the semester, you will develop your copy of the template into your own individualized portfolio (see Assignments and Grading Criteria, below). You can access Digication at the semester, you will need to bring a charged, functional Mac or PC laptop to class. The BU IT Help Center at 179 Amory Street sells laptops to students at a discounted rate.All Boston University students have free access to Adobe Creative Cloud, a suite of design and digital/multimedia communication software. One or more Adobe applications may be used in your section of WR 152. You can access ACC by placing a request with BU Tech Web at: Your final multimedia essay may be created on any web platform freely available to you, including (but not limited to) Digication, Adobe Spark, and Adobe Portfolio. Smaller projects will employ Adobe Illustrator, Adobe InDesign, and perhaps additional applications. You will not be required to purchase any software for this course.Assignments and Grading CriteriaIn order to make the most out of WR 152 for you and your classmates, you will do a good deal of reading and writing. You will also study and compose non-linguistic texts, which might include analyzing movies and then composing a video essay, or listening a to podcasts and then creating your own radio-style report. Specific course requirements are to:Develop a sustained research inquiry in which you explore a range of information sources and modes of research to help formulate and engage with research questionsCommunicate about your research in an academic essay that includes at least one form of non-linguistic supporting media (e.g., images, audio, video, data visualizations)Translate all or part of your research into one or more digital/multimedia forms (e.g., podcast, short film, poster) with a different purpose and/or for a different audience Prepare reading, drafts, and exercises as assigned so that you are ready to participate in classAttend at least one conference with your instructorReflect on your learning throughout the term by maintaining a digital portfolio, which will include self-assessments from the beginning and end of the semester and offer an additional opportunity to practice digital/multimedia communication and designGrading and EvaluationCourse Foundations section of Digication site 10%Annotated Bibliography and Prospectus 20%Academic Research Essay 30%Multimedia Essay and Website 30% E-Portfolio 10%Participation and AttendanceSince this course is a seminar, your regular attendance and active participation are essential both to your own learning and to your classmates’ learning. Under ordinary circumstances, missing more than one week of class will lower your final grade. Missing more than two weeks of class may lead to failing grade the course. If you have a special obligation that will require you to miss several classes (e.g., religious observances, varsity athletics), please talk with me at the beginning of the semester. Missed conference appointments will be counted as absences.Late and Missed AssignmentsYou are allotted?a time bank of 3 days that can be used in 24-hour units to extend the deadline of your final-draft graded assignments beyond their due dates. This eliminates the need to request extensions and allows you some flexibility in managing your workflow. After you use up your time bank, graded assignments will be penalized by one-third of a letter grade for each day they are late.? Please note too that we will regularly work with our exercises and drafts in class. If you are habitually late with your assignments, you will be unable to participate fully in the class.I am committed to providing you with timely written or verbal feedback on one draft of each major paper and written feedback and a grade on the final version of each major paper. You can generally expect my responses to your drafts within seven of your punctual submission of them; graded final versions will be returned to you within fourteen days. CAS Writing CenterThe CAS Center for Writing (100 Bay State Road, 3rd floor, with a satellite location at Mugar Library, 1st floor) offers one-on-one consultations for students to discuss their work for WR courses with well-trained writing consultants. Consultants will work with you at any stage in your writing process, but they will not edit or correct your paper for you. They will work with you to help you do your own best work, so you should expect to be actively involved in your session. The center is a resource for all WR students. Whether you consider yourself to be a strong writer or a weak one, you can benefit from meeting with a writing consultant.The CAS Center for Writing is open Monday through Friday. Hours for the current semester are posted on the website below. While the center accepts walk-in visits, you are strongly encouraged to reserve an appointment in advance. Because of the high demand for consultations, students are limited to one reservation per week. You may schedule a session online: may also schedule a session in person at the front desk of CAS Center for Writing or by calling 617-358-1500 between 9 a.m. and 5 p.m. Cancellations must be made at least 9 hours in advance.Academic IntegrityIn this class, we will discuss conventions for using and citing sources in academic papers. Cases of plagiarism will be handled in accordance with the disciplinary procedures described in Boston University's Academic Conduct Code. All WR students are subject to the CAS code, which can be read online: Name and Gender PronounsThis course aims to be an inclusive learning community that supports students of all gender expressions and identities. While class rosters are provided to instructors with students’ legal names, please let me know if you would like to be addressed by a different name than that listed in the StudentLink. You are also invited to tell me early in the semester which set of pronouns (she/her/hers, he/him/his, they/their/theirs, etc.) you feel best fits your identity. If you have any questions or concerns, please do not hesitate to contact me.Office of Disability ServicesI assume that all of us learn in different ways.?If there are circumstances that may affect your performance in this class, please talk to me as soon as possible so that we can work together to develop strategies for accommodations that will satisfy both your learning needs and the requirements of the course.?Whether or not you have a documented disability, BU provides many support services that are available to all students.Disability Services is the office responsible for assisting students with disabilities. If you have a disability that interferes with your learning (whether visible or invisible, physical or mental), you are encouraged to register with this office. Disability Services will work with you to determine appropriate accommodations for your courses, such as additional time on tests, staggered homework assignments, or note-taking assistance. This office will give you a letter outlining the accommodations you need that you can share with your teachers; specific information about your disability will remain private. If you have any questions about accommodation, or what constitutes a disability, I invite you to speak with me or to Disability Services. Course ScheduleThis schedule is intended as a blueprint and is subject to change based on the needs of the class. Any changes will be announced in class and will be posted on Blackboard. Graded assignments are bolded in red. DateReadings/viewings dueAssignments dueIn-Class ActivitiesUnit 1: Course Foundations(2.5 weeks)In this unit we will begin to explore the topic of the course and focus on how research works within a specific community, such as a specific academic discipline or a particular magazine readership. We will become acquainted with how the topic is analyzed and how findings and ideas are communicated with others.Tues.,1/22Syllabus (both traditional version and universal design version)Ball, et al.—“What Are Multimodal Projects?” (pages 3-9, 12-28)Arnett—excerpt from “A Longer Road to Adulthood” (pages 1-23)After reading both versions of syllabus and Arnett article, complete online questionnaire about syllabus and what interests you about topic of this section of WR 152General introductionsDiscussion of both versions of syllabus Discuss Arnett essay & notetaking methodsIntroduction to Annotation Studio and collaborative annotationIntroduction to graded course foundations assignment (due 2/12)Thurs.,1/24Ball, et al.—“How Does Rhetoric Work in Multimodal Projects?” (pages 34-56)Dewey—“Education for Labor and Leisure” (6 pages)BU Admissions WebpageCreate Digication 2.0 portfolioAnnotate Dewey essay on Annotation StudioAfter reading Ball et al. and Dewey, write analysis of BU Admissions page, through lens of Ball, et al. & DeweyDiscuss readingsIndependently & as class, use Google Forms to develop survey about issues addressed in Arnett & Dewey, to be shared with fellow BU students not enrolled in this section of WR 152Tues.,1/29Arum and Roksa—“Pathways through College Adrift”Attwell—“Riddle Remains”Twenge—“Teaching Generation Me”Annotate Arum and Roksa, Attwell, & Twenge essays on Annotation StudioConduct survey developed in classWrite self-assessment, in response to survey and readingsDraft welcome page to Digication site; include self-assessment and links to online collaborative annotations; write paragraph explaining how you employed rhetorical & design concepts discussed in class HYPERLINK "" Request Adobe Creative CloudAs class, pool & discuss survey results, discuss readings (with attention to rhetorical situation)Independently & then collaboratively, draft annotation of an assigned readingThurs.,1/31Introduction to BEAM/TOnline Learning Module: Searching as Strategic Exploration?Explore BU-related issue by creating simple photo essayVisit by BU librarian to class, introduction to BU Libraries site Tues.,2/5Engle, Blumenthol, & Cosgrave–?"How to Prepare an Annotated Bibliography"Complete Library Challenge exercise (follow-up to library orientation; includes annotation of one or more sources found; one source should be a poster)Download Adobe Illustrator, & InDesignDiscuss Library Challenge and discussion composition of two or three posters.In-class workshop: Select one image from photo essay; in Illustrator, convert to vector image and enhance; in InDesign, create simple banner or poster for Digication siteUnit 2: Research as Exploration(3 weeks)In this unit, we will continue to focus on research practices, including how to develop a research agenda, analyze data and sources, and communicate findings. You will conduct open-ended research to develop and shape questions that will drive your project. During this unit, you will propose, design, and present on an executable research project that you will continue in Unit 3 of the course.Thurs.,2/7Complete Draft of Course FoundationsIn small groups, complete peer review of Course Foundations sections of Digication sites, with focus on rhetorical situation and design principlesDiscuss author/creator rights, with reference to media created for Course Foundations assignmentTues.,2/12Turabian—“What Researchers Do and How they Think about it”Two sources of your choiceRevise Course Foundations section of Digication siteTQS StatementFind, read, annotate, and create bibliographic entry for two linguistic (“written”) sourcesBrief written reflection on research process, with reference to Turabian and concepts and techniques previously introduced by librarianClass canceled for series of group conferences (5-6 students) with instructor & BU librarian (Mon., Tues, & Weds.) to discuss project ideas, research as inquiry, and finding sourcesThurs., 2/14Turabian—“Finding a Research question” 2.4-2.5 & “Finding Useful Sources”Notes on group conference Exercise in subject searching and mining citations, with reflection Discuss academic honesty and plagiarism (what it is, how to avoid unintentionally committing it) with focus on bibliographic entries for sourcesDiscussion of copyright and fair use, with reference to separate issue of academic honestyThurs.,2/21Two sources of your choiceTurabian—“Preventing Plagiarism”Ball, et al.—“Working with Multimodal Assets and Sources” (pages 147-165)Find, read, annotate, and create bibliographic entry for three linguistic (“written”) sourcesCompose draft of Prospectus & annotated bibliography; upload to Annotation Studio and grant user privileges to assigned peer reviewersAs class, workshop volunteered prospectuses & anno bib entriesDiscussion of specific copyright disputeTues.,2/26One source, of your choiceWrite peer review of two prospectuses & anno bibsFind, read, annotate, and create bibliographic entry for one non-linguistic (not “written”) sourceCollect original primary source material (survey, interviews, photos, etc.) relevant to projectIndependently, complete “Deceleration Exercise” Thurs.,2/28Final version of prospectus & anno bib, with reflection on project Workshop on titlingWorkshop on information/data visualizationUnit 3: Reaching an Academic Audience(3 weeks)In this unit, we will apply the best practices of writing and research—including planning, drafting, and revising—in order to communicate research with authority and precision to an academic audience. We will strive to practice revision not merely as polishing words on the page, but as continuing to rethink, research, and restructure our projects.Tues.,3/5Turabian—“Planning a First Draft” and “Writing Your Final Introduction and Conclusion” 13.1.1-13.1.5Draft introduction to essayAs class, workshop volunteered introductionIn small groups, workshop introductionsAs class, Independently, write reflection on elevator talks, workshopThurs.,3/7Write Draft 1 of research essay, with written reflection; upload to Annotation Studio and grant user privileges to assigned peer reviewersAs class, workshop volunteered draft, with focus on overall organization, use of evidence, and analysisTues.,3/19Exemplary student essay or twoTwo peer draftsComplete peer review of two peer draftsIn small groups, workshop drafts, with focus on overall organization, use of evidence, and analysisIndependent in-class revision workshopThurs.,3/21Independently and as class, analyze volunteered prose in terms of grammar & styleTues.,3/26Williams & Colomb— “Cohesion” and “Clarity”Draft 2 of research essay, with written reflection; upload to Annotation Studio and grant user privileges to assigned peer reviewersIn small groups, peer review drafts, with focus on proseThurs., 3/28Online module on developing conclusionsAcademic Research Essay, with written reflectionAs class, workshop volunteered conclusionIn small groups, workshop conclusionsInformal in-class revision workshopUnit 4: Gateway to Remediation: Introducing a New Genre(1.5 weeks)In this unit, we will further explore new genres and modes, perhaps with a new purpose and audience in mind, highlighting how different contexts call for different kinds of research and expression.Tues.,4/2Ball, et al.—“Why is Genre Important in Multimodal Projects?” (pages 60-83)Three websites & three online articles TBD Create genre analysis of assigned sites & multimedia articles (construct table like one on p. 82 of Ball, et al.)As class, discuss following: sites & articles in general, observations about genre norms/conventions, good web design, and modes/media used to present various info/ideasIndividually, mark up volunteered research essay, indicating how different parts could/should be remediated & why, as well as what should/could be cut/added; as class, discussThurs.,4/4Two additional websites & online articles, of your choice; must be related to topic of your particular research essay & multimedia online articleBall, et al.—“Working with Technologies” (pages 172-191)Continue genre analysis tableMark up own research essay, indicating how different parts could/should be represented & why, as well as what should be cut/added; draft plan/pitch for remediating selected parts As class, continue to discuss sites in general, observations about genre norms/conventions, good web design, and modes/media used to present various info/ideasIndividually, begin to draft mock-up/wire frame of ideal website & online article, including section for own articleTues.,4/9Ball, et al.—“Working with Multimodal Assets and Sources” (pages 166-171)Ball, et al.—“How Do You Design and Revise with Multiple Audiences?” (pages 111-119)Create a mock-up/ wire frame of ideal version of web site, including section for own articleIn assigned groups, share & discuss ideas for what shared website should look like, how it should be organized, & what it should do; take notes & report back to classIn groups, draft team contract on Google Doc shared with instructor Unit 5: Remediation: Translating Your Research into a New Genre and Mode(3 weeks)In this unit, we will continue to practice composition and research while working in different genres and modes, exploring the affordances and challenges of digital/multimedia communication.Thurs., 4/11Explore & experiment with freely available web platforms, creating table of affordances & limitationsRevise research essay for web article: all prose (1st draft), plus placeholder descriptions for remediated material, with written reflection on revisions & plans; all work should be on files separate from website (e.g., Word docs, JPEGs, MP3s, etc.); all files should be uploaded to Google Drive folder shared with assigned group)In groups, share/discuss findings about web platforms; choose platform to work with; report back to classAs class, workshop volunteered revised prose and planned remediationsTues.,4/16Reading TBD on information visualizationsOn shared Google docs, write peer review for revised prose & remediation plan of two group membersBegin to develop webpages, remediations of materialWorkshop on creating information visualizationsThurs.,4/18Revise research essay for web article: all prose (2nd draft); begin to fill placeholders with actual mediaVisit from CAS educational technologist to troubleshoot/adviseIndependently & in groups, develop webpages, remediations of material; instructor and ed tech will rotate & discuss plans with individual students & groupsTues.,4/23Draft of website & web article (including some remediated material), withreflection in form of annotated screen shots In groups, analyze another group’s site in terms of design & usability; report back to full class and receive feedback In groups, discuss feedback on shared site’s design & usabilityIn groups of 2-3, peer review individual web articles, with focus on remediated aspectsThurs.,4/25Sample completed portfolios from previous semestersBrief write-up/response to sample portfoliosAs class, review & discuss sample portfoliosPortfolio workshop Tues., 4/30Creative Commons—"Wanna Work Together?"Creative Commons– "About the Licenses"Draft of portfolioFinal version of online article & website, with reflection including annotated screenshotsIn pairs, peer review portfoliosIndependently or in groups, put final touches on articles & sites; choose licenseUnit 6: Closing Reflection(1 week)In this unit, we will reflect on what we have learned in this course and consider how we can transfer our new knowledge to other areas of our academic and nonacademic lives. Thurs., 5/2Final version of portfolioComplete course/instructor evaluationsPresent final versions of online essays & websites ................
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