Unit 2: Writing for and with Others



Syllabus Template: WR 111 Academic Writing for ESL Students 1Instructor Name:Course Dates;Office Location:Course Time & Location:Contact Information: instructor@bu.edu, etc. Course Credits: 4Office Hours:Course DescriptionWR 111 is designed to lay the foundation of your academic communication. The course places you in an international group of learners and provides opportunities to explore how individual personality is cultivated in relationship to larger communities through various communicative acts. Practicing specific linguistic and rhetorical conventions, along with contextualized review of advanced grammar and prose mechanics, will help you achieve the balance of language skills necessary to perform competently the academic writing tasks of college. You will discuss and analyze complex texts of different genres and topics, explore multiple intellectual perspectives, and gain critical insights into people from different national, cultural, social, and linguistic backgrounds. You will also interact with diverse communities on campus and the Boston area, and work on collaborative writing projects, developing the ability to communicate effectively in a variety of modes. You will thus become a member of a diverse community of writers who learn from and support each other.?Course ObjectivesYou will receive one Hub unit for this course: The Individual in CommunityAll WR111 sections follow the same curriculum, use the same designated texts, and aim to achieve the common goals for the level. You will develop your abilities to: understand the culture of American academia and fluently perform varied language functions build awareness of situation, audience, purpose, and diverse points of view in order to participate in discourse communities, both on campus and beyonduse effective strategies for reading college-level texts and acquiring new vocabulary to communicate in academic and public contextsexpress ideas in appropriate rhetorical structures, using multiple modes of expressionidentify and practice various writing styles and formatsacquire and apply knowledge of advanced grammar and meta-languageperform meta-cognitive and self-reflective tasks that situate your beliefs and experiences in the new context of an American university and communityCourse RequirementsAssigned readings with written assignments such as journals, summaries, outlines, vocabulary logs, multimodal projectsFrequent in-class writing Two formal papers with draftsSeveral minor papersPresentationsThree quizzesTwo instructor conferences (and recommended WC tutoring appointments)Class attendance and participationCourse MaterialsRequired Texts (available at BU Bookstore)Cooley, Thomas. The Norton Sampler. 9th ed., 2017 (main text - anthology)Ferris, Dana. Language Power: Tutorials for Writers. Bedford/St. Martin’s, 2014. (grammar/academic literacy text)Watson, Larry. Montana 1948. Perseus, 2007. (longer work/alternatives possible –check with MZ))Advanced English-English dictionary (choice/recommendation of instructor) 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: You will be given a range of writing assignments in this course, including a self-assessment, various reading and writing exercises, several minor and two major papers, and multi-modal projects. Some of this work will not be graded, but that does not mean it is unimportant. Students who prepare diligently for class, participate actively, and take the homework exercises and drafts seriously generally learn more and write better final papers than those who do not.Major Papers (drafts and final versions): We will use the term draft to refer to unfinished or preliminary versions of your major papers. You will be required to write drafts of each major paper and will receive feedback from me and your classmates. Drafts will not receive explicit grades, although you will receive credit for completing them on time. Remember that you are more likely to write a better final paper if you write a substantive draft. Your performance on your drafts may also affect your participation adjustment (see below). Your course grade will be determined primarily by the quality of the final versions of your major papers. All drafts and final papers must be word-processed and be documented in MLA style. Please include a word count (available as a function on most word processors) at the end of all written work.Homework Assignments and Exercises: You will be assigned weekly HW (varying assignments based on the readings covered) and occasionally exercises and activities, including digital multimodal flipped-instruction modules (FLM) designed to enhance your learning. You will do some of these in class; others will be given as homework. I recommend that you purchase a notebook to contain your in-class writing and that you bring this notebook with you to class each day. Your exercises may not receive explicit grades, although you will receive credit for completing them on time. Your performance on these assignments may also affect your participation adjustment (see below).Self-assessment: Mid-semester, you will be asked to respond to the goals of the course in the form of self-evaluation, reflecting on your writing progress and academic acclimation.Sharing of Student Writing: Experienced writers routinely share their work with others, because they understand that the best way to improve a piece of writing is to test it out with actual readers. In this class, you will learn how to respond productively to the writing of others and how to use feedback from others to improve your own work. All students in the class will be required to share at least one draft of each paper. If you are concerned about sharing your writing, please talk with me.Oral presentation: You will be responsible for leading a class discussion on an assigned Norton Sampler essay and will receive evaluation and feedback from the class and the instructor. The oral presentation will allow you to cultivate important collaboration and team management skills and to practice public speaking.Grading and EvaluationFinal course grades will be based on the major and minor papers, written homework, in-class assignments and participation, oral presentations, and quizzes. Late papers will be penalized by one-half letter grade. Due dates will be outlined on the course schedule, and you are expected to plan accordingly and allow sufficient preparation time.Your final grade will be calculated as follows:Two major papers with drafts: 30 % (paper 1, Summary with Response: 10%; paper 2, Argument-based Analysis: 20%)Three minor papers (Basic Summary/Outline/Response to Rhetorical Technique): 15% Unit quizzes and in-class writing 15%Homework 25%Oral presentations 10%Participation 5%Finished writing should add up to 2000 – 2250 words (8-9 pages). Other writing (homework, low-stakes papers, etc.) should average 10-15 pages.Your final grade may also be adjusted to reflect the following, as described below:Late and Missed Assignments: Unless you make other arrangements with me in advance, graded assignments will be penalized by one-third of a letter grade for each class day they are late. If you submit a homework exercise or draft late, I cannot promise to read it in time for my comments to be useful to you. If you do not turn in drafts, you are still responsible for turning in final versions of your papers when they are due. 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.As your instructor, 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 a week of your punctual submission of them; graded final versions will be returned to you within two weeks. Participation and Attendance: Since this course is a seminar, your regular attendance is essential both to your own and to your classmates’ learning. The seminar provides a safe environment to practice your developing language skills and is crucial to your success. 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 a failing grade in the course. Note that these absences need not be consecutive. If you have a special obligation that will require you to miss several classes (e.g., varsity athletics, religious observances), please talk with me at the beginning of the semester. Missed conference appointments will be counted as absences.CAS Writing CenterAt the CAS Center for Writing (100 Bay State Road, 3rd floor with a satellite office at Mugar Library) students enrolled in WR courses can receive one-on-one sessions about their writing with well-trained writing consultants familiar with WR assignments. You may also schedule a session in person at the CAS Center for Writing or by calling 617-358-1500. Cancellations must be made at least 9 hours in advance. Arts & Sciences Writing Program publishes an online journal of exemplary writing from WR courses. If you are interested in looking at samples of successful WR papers, or if you just want to read some good essays, I encourage you to visit the journal at: IntegrityPlagiarism is the passing off of another’s words or ideas as your own, and it is a serious academic offense. Cases of plagiarism will be handled in accordance with the disciplinary procedures described in the College of Arts and Science Academic Conduct Code. All WR students are subject to the CAS code, which can be read online at: for plagiarism can range from failing an assignment or course to suspension or expulsion from the university. In this class, we will discuss conventions for using and citing sources in academic papers. If you have any questions about plagiarism, I invite you to speak with me.Office of Disability ServicesIf you have a disability that interferes with your learning, 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 not be disclosed to faculty. If you require accommodations, I will need a copy of this letter.Resources CAS Writing Program: Administers all WR courses and the CAS Center for Writing. You may contact the Writing Program if you have any concerns about your WR class:100 Bay State Rd., 3rd Floor 617-358-1500writing@bu.eduBoston University Libraries: Offer a wealth of online and print resources. Research Librarians will introduce you to the many resources the library offers in any field of research. They can work with you to develop a research plan and organize your sources. The Research Center welcomes you for walk-in consultations on the first floor of Mugar Memorial Library or at any other library on campus. Educational Resource Center: Offers tutorial assistance to all undergraduate students in a range of subjects, including writing. You should use the Writing Program’s Center for Writing for your WR classes, but you may wish to visit the ERC for tutorial assistance in other subjects: 100 Bay State Rd, 5th floor; 617-353-7077; Academic Advising: A central resource for all questions concerning academic policy and practice in the College of Arts and Sciences. The office is headed by the Associate Dean for Student Academic Life and has a staff of fifteen faculty advisors and five academic counselors. All students can receive academic advice about and assistance through this office. Students who have not yet declared concentrations can receive pre-registration advising through this office: 100 Bay State Rd. 4th floor Email: casadv@bu.edu Phone: 617-353-2400 Central: Web page that provides direct access to public and personal academic, financial and institutional data maintained in the University's central computer system: http:// bu.edu/studentsStudent Health Services: Offers an array of health services to students, including wellness education and mental health services (behavioral medicine): {FYI, here is the official Fall/Spring calendar from BU's Registrar} – please consult it for important dates and administrative deadlines.Course Schedule. This 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 ahead of time.Note: Flipped-learning modules (FLM) created by ESL faculty under a major LTD/CTL grant will be used on a regular basis to amplify the learning outcomes and practice multi-modal writing.You are expected to complete the reading/writing assignments in advance of the date under which they are listed so that you are ready to submit/write about/discuss them in that class. Please bring to class the textbooks listed for each date. Read each primary text thoroughly and be ready to discuss it.DateLearning goalsReadings/viewings Assignments (recommended/flexible)Unit 1: Academic AcculturationReview of core syntactic structures and the language of academic communication; Academic practices and classroom expectations; Critical reading, note-taking techniques and text annotation; Cross-cultural conventions of writing; Patterns of errors and basic editing strategies. Assigned readings provide models for analysis and discussion that help students recognize and emulate the processes used in academic texts.A component on academic acculturation (developing academic literacy) will be put in place in the first couple of weeks and sustained throughout the semester. Required writing: Discussion questions; Personal reflection; Reading journal; Basic summaryWeek 1Diagnostics of language and academic literacy: determining students’ proficiency levels, learning styles, and linguistic prioritiesLanguage exercises;Acculturation readings;Language Power diagnostics materialsFLM: Cultural expectations for writing;Language and academic literacy diagnosticsPersonal reflectionWeek 2Acculturation to academia: review of American academic conventions in a comparative perspective:class formats; participation; note-taking; e-mail etiquette; feedback; academic integrityConference with instructorNorton Sampler essaysLanguage Power:selected sectionsFLM: VocabularyPreparatory and scaffolding assignments. AnnotationsReading journalVocabulary logWeek 3Core syntactic structures: reviewPatterns of error: taxonomyThe language of academic analysis and writingAsking good discussion questions: types and purposesLanguage Power: selected sectionsNorton Sampler essaysFLM: Reading for writing; FLM: SummarizingDiscussion questionsImitation exerciseReading journalAssign Paper 1Week 4Public speaking and class discussion:rules and expectations Oral presentations: planning team work Norton Sampler essaysFLM: Oral presentations for ESL;FLM: Pronunciation priorities for ESL studentsOutlineDiscussion questionsDue: Minor Paper, Basic SummaryUnit 2: Writing for and with OthersFocus on reading comprehension and critical reading with awareness of situation, audience, purpose, and diverse points of view; Textual analysis; Paraphrasing and summarizing techniques (plagiarism prevention); Cross-cultural rhetorical conventions revisited. Special emphasis on public speaking with attention to pronunciation in order to facilitate fluency and communicative munity-building exercises (such as team-exploration of Boston; attending a campus event; interviewing a student/instructor, etc.); collaborative writing projects (blogs; reviews of events; debate reports, etc.)Required writing: Outline; Summary; Rhetorical analysis; Multi-modal assignments Week 5Introduction to genre characteristics:Cultivating a sense of audience and purpose; Acknowledging other perspectives Paraphrasing vs. quoting: citation rulesConferences with instructorNorton Sampler essaysFLM: Tense use in academic writingQuiz 1Paraphrasing exercisesDue: Minor Paper, OutlineCommunity writing exercisesWeek 6Analyzing style and its elementsWord choice: finding the appropriate diction Language Power sectionsConferences with instructorImitation exerciseDue: Paper 1, SummaryWeek 7Writing for a specific audienceExploring other modes: multi-modal writingMoving from spoken to written communicationMetacognition and reflectionIn-class writingInstructor and peer feedbackDue: Self-assessment Multi-modal projectsWeek 8 Evaluating and responding to ideas: Interpretation and analysis Debating as social inquiryFLM: DebatesQuiz 2Due: Minor Paper, Analysis of Rhetorical TechniqueMulti-modal projectsUnit 3: Writing an Academic Paper Revisiting, reflecting on the themes of the class as a lead-in to writing the final academic paper.Introduction to academic argument; Discussion of cross-cultural rhetoric (cont.): logic, organization, diction. Fundamentals of writing an academic paper; Paragraph organization; Lexical and stylistic analysis (cont.); Citation; Revision, editing, proofreading.Required writing: Various paragraphs; Argument-driven paper; Meta-cognitive reflectionsWeek 9Review: the fundamentals of writing an academic paper.The building blocks of writing: Paragraph structure and organizational principles of the paperNorton Sampler essaysLanguage Power: selected sectionsFLM: Paragraph structurePreparatory and scaffolding assignments:paragraphsoutlineWeek 10Constructing body paragraphs: focus on unity and coherenceCrafting introductions and conclusionsCrossing genres: moving from non-fiction to fictionLanguage Power sectionsIn-class writingMontana 1948: introduction and contextualizationPreparatory and scaffolding assignments.Analytical summary based on a basic summaryWeek 11Discovering and analyzing the elements of fictionThe language of literary analysisQuiz 3Mini-grammar presentationsList of themes discovered in the novelMulti-modal projectsFinal paper assignedWeek 12Review: The writing process --stages and strategiesDrafting and effective feedback: revisitedMontana 1948:discussion FLM: The writing process;FLM: The structure of argument (part 1)In-class writingReading journalDue: draft of final paperWeek 13Bridging the personal and the communal: practicing self-reflection and peer-editingMontana 1948: discussionFLM: Creating reader-based proseMini-grammar presentationsWorkshops on draftsMulti-modal writingWeek 14Revising for content and styleFocusing on grammar troublespotsand patterns of errorEditing: checklists as tracking toolsMontana 1948: discussionLanguage Power selected sections for reference Workshops on draftsWeek 15Reflecting on your writing:Setting a personal writing agenda Review materials: individual learning checklists Due: Final PaperCALENDARFall 2018 / MWF scheduleSemester starts on Tues 9/4!W 9/5F 9/7M 9/10 – Last day to add/drop WR coursesW 9/12F 9/14M 9/17 – Last day to add/drop non-WR coursesW 9/19F 9/21M 9/24W 9/26F 9/28M 10/1 W 10/3F 10/5M 10/8 – Columbus Day (No classes)T 10/9 – Substitute Monday schedule – Last day to drop without a “W”W 10/10F 10/12M 10/15W 10/17F 10/19M 10/22W 10/24F 10/26M 10/29W 10/31F 11/2M 11/5W 11/7F 11/9 – Last day to drop with a “W”M 11/12W 11/14F 11/16M 11/19W 11/21 to F 11/23 – Thanksgiving recessM 11/26T 11/27 – Last day to withdraw or take a leave of absence from the universityW 11/28F 11/30M 12/3W 12/5F 12/7M 12/10W 12/12 – Last day of classesSemester ends on Weds 12/12!Fall 2018 / T Th scheduleSemester starts on Tues 9/4!T 9/4Th 9/6M 9/10 – Last day to add/drop WR coursesT 9/11Th 9/13M 9/17 – Last day to add/drop non-WR coursesT 9/18Th 9/20T 9/25Th 9/27T 10/2Th 10/4M 10/8 – Columbus DayT 10/9 – Substitute Monday schedule – Last day to drop without a “W”Th 10/11T 10/16Th 10/18T 10/23Th 10/25T 10/30Th 11/1T 11/6Th 11/8F 11/9 – Last day to drop with a “W”T 11/13Th 11/15T 11/20W 11/21 to F 11/23 – Thanksgiving recessT 11/27 – Last day to withdraw or take a leave of absence from the universityTh 11/29T 12/4Th 12/6T 12/11Semester ends on Weds 12/12! ................
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