WRT 102 | Intermediate Writing Workshop

[Pages:4]Fall Semester 2018 Stony Brook University Program in Writing and Rhetoric College of Arts and Sciences Instructor: Luca Zanchi

SYLLABUS

WRT 102 | Intermediate Writing Workshop

Section: WRT 102 Days & Times: Mon Wed 5:30PM - 6:50PM Classroom: Earth & Space 177 | West Campus Office Hours: Wed 2:00PM ? 5.00PM or by appointment. Instructor Email: luca.zanchi@stonybrook.edu

Course Description A study of strategies for extended academic writing assignments including critical analysis, argument or point of view, and multisource, college-level research essays. Students continue to develop rhetorical awareness, analytical proficiency, and academic research skills. At the end of the course students create a multimodal ePortfolio of final revised essays to be evaluated by their instructor and at least one outside reader. Prerequisite: WRT 101; 3 or higher on AP English exams; 580 or higher on the Evidence-Based Reading and Writing SAT or 1050 or higher on the combined Critical Reading and Writing SAT (last administered Jan 2016); 23 or higher on the English Language Arts ACT or 24 or higher on the combined English and Writing ACT (last administered June 2015); C or higher in an approved transfer course.

Course Learning Outcomes ? Produce coherent texts within common college-level written forms ? Demonstrate the ability to revise and improve such texts ? Research a topic, develop an argument and organize supporting details ? Evaluate and synthesize researched information ? Analyze texts to understand how and why they communicate their messages and effects to audiences ? Achieve communicative purposes for different audiences and contexts ? Show evidence of careful sentence-level editing in final drafts at acceptable levels of accuracy in syntax, grammar,

semantics, and punctuation ? Develop personal motivation in writing and cultivating attention skills ? Exhibit awareness of the relation of one's writing practices and coursework to other academic, professional, and lived

contexts ? Evaluate, synthesize, and manage information from or in a variety of media

Required Texts and Materials ? Hammond, Gene. Thoughtful Writing (3rd ed.). Dubuque: Kendall Hunt, 2009. ? Online Access to New MLA 8 Guidelines. ? Any notebook. ? A laptop or tablet (needed for workshop activities in each class) ? A desk timer (not your cellphone)

Attendance and Participation Students are allowed three necessary absences. After three absences will result in the lowering of the overall semester grade. If a student is absent, it is possible that missed in-class work will affect a lowering of overall grade. Students will be excused for University-sanctioned events and for religious holidays, but they must notify me in advance to make arrangements for students to submit the work. Constant lateness will also be reflected in a lower attendance grade. According to the Program in Writing and Rhetoric, over six absences will result in a "U," and the student will not be permitted to participate in ePortfolio jury, and will retake the course.

Although students are required to read and write extensively for this class, there will also be a substantial amount of group / partner work. Active participation in group/activities and class discussions essentially enriches the classroom experience by hearing many perspectives. Translation phone apps for international students are allowed. Overall, cell phones should be put away use unless requested. If used out of class context it will be noted and points will be deducted off the final grade.

Writing Assignments There will be some form of writing almost every week mostly in the form of `free-write' assignments and inquiries. All writing assignments must be completed for the student to pass the course. Writing assignments must also be submitted on time. If a student submits an essay late (without a documented excuse), points will be deducted off your final grade. More than two late submissions of assignments (inquiries, exercises, essays etc.) drop your final grade by one-third, and every late submission

thereafter drops it another third. Finally, any late assignment that isn't submitted by the following class will receive my written commentary ? late too.

For main essays (see below), I will write comments on the assigned written essays with the intention to help with revision. Dates for revision will be directly stated/noted to the student depending on strengths and weaknesses found in the essay.

All essays and homework are due on the date specified as gone over in class, blackboard and/or syllabus. Each assignment most likely includes directions on formatting. Most essays will require a student's Name and Date. Assignments must be typed and double-spaced using 12 pt. sized Times New Roman font and in black ink. The essay should contain 1-inch margins (not 1.25) and stapled upon handing in. Points will be deducted if instructions for formatting are not followed.

Main Essays for WRT 102 There will be three main essays assigned. The purpose of each essay is to practice the techniques of common college-level writing. The essays should demonstrate the ability to develop an argument, organize a research topic, evaluate, synthesize and revise. In addition to these learning outcomes, the student aims to understand how to analyze and sufficiently communicate with an audience. No makeups allowed!

? Personal Statement: Write a 500 words personal statement addressed to a hypothetical graduate school or grant. ? First Essay (Textual Analytical): Students will analyze one subject text. The inference/critical thought needs to be original

thought and proved by "evidence" from text. A few outside sources can be used to look up words that might help support the interpretation. If outside sources are used, add in-text citations and MLA Work Cited. The essay should contain a clear thesis, organized paragraphs, and supportive evidence (text from analyzed source). Final Revision: 1,250 -1,750 words (not including Work Cited). ? Second Essay (Multi-Source, Research Argument Essay): Students select a meaningful college-level subject of choice for a principle-based or consequence-based argument. Students will write an argumentative research essay that aims to include a clear claim, inference based ideas and topic sentences, and substantiating paragraphs with appropriate evidence. The essay needs to substantiate claims and alternate viewpoints with appropriate counter evidence. Students will use 8 - 20 outside sources to support assertions and be properly cited using MLA format (which includes Work Cited page). Final Revision: 1,250 ? 1,750 words (not including Works Cited).

Reading Assignments Readings are located in the textbook Thoughtful Writing, class handouts, and PDFs/weblinks on Blackboard.

Access to our class on-line Blackboard site The student can access certain class information on-line at: . Your Blackboard username is your NET ID (which can be obtained from your SOLAR homepage) and your original password is your SOLAR student ID number. For help or more information see: .

Grades A final portfolio of the student's essays needs to pass a juried WRT 102 departmental ePortfolio assessment in order to pass the class. If the portfolio does not pass, the student might be required to take WRT 102 again. If the portfolio passes then the original instructor will assign a deserved final grade for the course. Each main paper will be assessed under the following "Grade":

? (P) Passing = (Superior) met the majority of learning outcomes and assignment. I would most likely pass this in an ePortfolio assessment. Grade A range; 100 ? 90.

? (M) Middle of the Road = (Good/Moderate) essay has not met all the requirements but shows satisfactory progress. Grade B range; 89 ? 80.

? (NP) Non-Passing/Unsatisfactory = strong revisions are needed to meet WRT 102 skill requirements and passing of ePortfolio. Grade C+ - U range; 79 ? 65.

I may also choose to raise the final semester grade by one-third (e.g., B to B+) to recognize exemplary revision. If you don't hand in any or all of your essays for me to see during the semester you won't be allowed to submit to ePortfolio. If you do not submit, you are deemed an automatic "U," which means you must retake the course. Inquiries, in-class exercises, and `free writes' will generally not receive individual written comments, and if collected, may not be given back.

Plagiarism To avoid plagiarism, basically the student must give sources/ experts credit for any ideas or information used in an essay. This includes whether the student paraphrased, summarized or "quoted" from the source. An occurrence on a major writing assignment (any writing assignment assigned in this class) will result with heavy point deductions, and if not addressed, failure of the course. Warning: Be aware that many instructors have used SafeAssign. I may choose to submit essays, including

Informal Essays, at any time during the semester to SafeAssign and check them against the plagiarism database. Also be aware that you are not permitted to turn in previously written work (such as from a high-school assignment) without my express knowledge and permission, nor may a piece of writing serve to fulfill an assignment for another class without all affected instructors' express knowledge and written permission.

The Writing Center The Writing Center is a free tutoring service available to all Stony Brook students, faculty, staff, and community members. I encourage any interested students to make appointments online at . The Writing Center is located in Humanities 2009, open Monday through Friday.

Syllabus Amendments I will make necessary amendments to the syllabus. I have the right to amend the content of the course syllabus at any time. Students are responsible for staying informed through Blackboard and in-class announcements of such changes to the course syllabus. 7 DISABILITY SUPPORT SERVICES (DSS) STATEMENT If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, ECC (Educational Communications Center) Building, room128, (631) 632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential. Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following website: .

ACADEMIC INTEGRITY Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report any suspected instances of academic dishonesty to the Academic Judiciary. Faculty in the Health Sciences Center (School of Health Technology & Management, Nursing, Social Welfare, Dental Medicine) and School of Medicine are required to follow their school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at

CRITICAL INCIDENT MANAGEMENT Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures. Further information about most academic matters can be found in the Undergraduate Bulletin, the Undergraduate Class Schedule, and the Faculty-Employee Handbook.

WRT 102 PORTFOLIO GUIDELINES FOR STUDENTS and INSTRUCTORS The following guidelines identify student-learning outcomes for WRT 102. Students should use these guidelines to prepare and submit their portfolios by the assigned deadline. The portfolio is evaluated on a Satisfactory/Unsatisfactory basis. If the first reader evaluates a portfolio as meeting these guidelines, the portfolio is satisfactory, and the instructor assigns the letter grade for the course that the student earned. If two readers evaluate a portfolio as not meeting one or more of the following guidelines, the portfolio is unsatisfactory.

1. Construct a thesis-driven argument, supported by paragraphs with research and evidence. This includes alternate views/counter-arguments when appropriate.

2. Write logically and coherently with unified paragraphs, each of which has a main guiding idea, linked by adequate transitions.

3. Demonstrate awareness of audience expectations. 4. Cite sources correctly and create citations pages (where appropriate) in a unified style (MLA). 5. Write effectively in English by exhibiting competency in grammar, syntax, usage, and punctuation. 6. Present an ePortfolio of at least 3,000 words demonstrating college-level forms of writing; no fewer than 1,250 words

must be argumentative research writing.

CLASS SCHEDULE

NOTE: required readings and other minor assignments will be posted on Blackboard.

DATE 8/27 8/29 9/3 9/5 9/10 9/12 9/17 9/19 9/24 9/26 10/1 10/3 10/8 10/10 10/15 10/17 10/22 10/24 10/29 10/31 11/5 11/7 11/12 11/14 11/19 11/21 11/26 11/28 12/3 12/5 12/10

TOPIC Introduction Introducing ourselves: How do we (re)present ourselves academically? Telling Details. Class workshop n.1 Telling Details. Class workshop n.2 Facts, Inferences, Theses. Class workshop n.1 Facts, Inferences, Theses. Class workshop n.2 Writing for a Reader. Class workshop n.1 Writing for a Reader. Class workshop n.2 Systematic Patterns of Thought. Class workshop n.1 Systematic Patterns of Thought. Class workshop n.2 Persuasion: Writing with Authority. Class workshop n.1 Persuasion: Writing with Authority. Class workshop n.2

FALL BREAK Paragraphing. Introductions, and Conclusions. Class workshop Revision. Class workshop n.1 Revision. Class workshop n.2 Sentence Sense: Making Grammar Your Ally. Class workshop n.1 Sentence Sense: Making Grammar Your Ally. Class workshop n.2 Research on the Internet and in the Library. Class workshop n.1 Research on the Internet and in the Library. Class workshop n.2 Research through Interviewing. Class workshop n.1 Research through Interviewing. Class workshop n.2 Research through Careful Reading. Class workshop n.1 Research through Careful Reading. Class workshop n.2 Topic TBD. Class workshop

THANKSGIVING BREAK Topic TBD. Class workshop n.1 Topic TBD. Class workshop n.2 Topic TBD. Class workshop n.1 Topic TBD. Class workshop n.2 Topic TBD. Class workshop

ePORTFOLIO DEADLINES

Personal Statement deadline #1*: Scheme Personal Statement deadline #2*: 1st Draft Personal Statement deadline #3*: 2nd Draft First Essay deadline #1*: Scheme First Essay deadline #2*: 1st Draft First Essay deadline #3*: 2nd Draft Research Essay deadline #1*: Proposal Research Essay deadline #2*: Scheme

Research Essay deadline #3*: 1st Draft Research Essay deadline #4*: 2nd Draft

Final drafts of all three previous papers ePortfolio Submission by email

ePORTFOLIO ASSIGNMENTS DEADLINES SUMMARY

Sept. 5: Personal Statement deadline #1*: Scheme Sept. 10: Personal Statement deadline #2*: First Draft Sept. 17: Personal Statement deadline #3*: Second Draft ___________________________________________________ Sept. 24: First Essay deadline #1*: Scheme Oct. 1: First Essay deadline #2*: First Draft Oct. 10: First Essay deadline #3*: Second Draft ___________________________________________________ Oct. 15: Research Essay deadline #1*: Proposal Oct. 22: Research Essay deadline #2*: Scheme Nov. 5: Research Essay deadline #3*: First Draft Nov.12: Research Essay deadline #4*: Second Draft ____________________________________________________ Dec. 10: Final drafts of all three previous papers - ePortfolio Submission by email

* Hand me a printed copy in class AND submit the word (.doc) file via email by 11:59PM of the same day Personal Statement deadline.

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