English 104.006 and 104.007: Academic Writing I

MWF 11:30 - 12:20; 12:30 – 1:20, Fall 2002

Mina Brunyate, VM 219, Extension 6256

e-mail: mbrunyat@goucher.edu

Office Hours: MWF 10:30-11:30; 1:30-2:30 or by appointment

 

SYLLABUS

 

 Welcome to English 104! Course description: An introduction to the critical writing and analytical reading required for college assignments. Composing summaries, analyses, arguments, and research papers. Emphasis on organization, sentence construction, and logic. Training in peer revision and editing techniques, as well as in research methods. Required course for all students who do not place out of the class.

 

****

English 104 asks that you learn to examine--and, if possible, to revel in--your choices as a writer, but in the academic context. In our class, reading and class discussion will provide a sort of cerebral mulch out of which your papers will grow and take shape. The writing process will involve two stages: first, connecting to and analyzing various texts (nonfiction, fiction, and poetry) through informal exploratory papers; and second, creating your own original discussion about some of those texts. More than a writing course, ours will also be a thinking course—and one that experiences the strengths of community, as together we explore ideas and how they are conveyed.

 

Papers: Four essays are required, 3-5 pp., double-spaced, with one-inch margins. Papers 1 and 2 will grow out of your responses to our readings, responses generated by your exploratories, as well as by peer group and classroom discussions. Creating Paper 1 may seem scary as you feel your way through words and drafts—but you will feel more comfortable as you repeat the process for Paper 2. Paper 3 will be a short research paper. Many of you may feel more comfortable as you return to a writing process learned in high school, one that seems to emphasize compiling outside information. But you will build on your earlier experience, as you investigate sources appropriate for college research and develop an original argument based upon your sources’ information.  Paper 4 will be like Papers 1 and 2—but it will be like a final examination, in that you will go through the process on your own to display your mastery of the skills that you practiced during the semester.

 

The papers are due on the dates assigned.  Submission of drafts is an essential part of the writing process this semester, as you learn to evaluate constructively each other's work, and to revise effectively your own. In addition, please keep all notes and drafts related to your papers. Two in-class essays are also required.

 

Exploratory Papers: Five informal exploratory papers, 1 - 1 1/2 pp. each (double-spaced, typewritten), are due during the semester. Each exploratory paper should relate to the most recent set of readings. As their name suggests, these papers provide you the opportunity to explore your ideas about and responses to some of the readings.  The papers do not need to address the questions on the syllabus; they can discuss any issue or paragraph(s) in the assigned readings. They may or may not lead to one of the four main papers. Exploratory papers will not be graded, but submission will be noted. Late papers will not be accepted.

 

Grades: Paper 1 and Paper 2: 7% each; Paper 3: 15%; Paper 4: 10%; In-class essays 4% each (8% total); 3 Drafts: 5% each (15% total); 5 Exploratory Papers: 3% each (15 % total); Peer Group Leadership: ____. Presentation: _____. Miscellaneous assignments, class/workshop participation, quizzes 5%. Final Revision and Self-Evaluation: 18%.

 

Attendance and Class Participation: Regular attendance is vital. More than 3 absences will seriously affect your grade. You are responsible for completing any work that you have missed. In addition, class participation is required.

 

Peer Group Leadership: Each peer group will be responsible for leading a class discussion either on a sample student paper (distributed by me) or on a writing/grammar issue on workshop days. Peer groups are welcome to meet with me prior to their class discussion.

 

Presentations: You will deliver a brief (no more than 10 min.), entertaining presentation in which you summarize your information and argument from your research paper. Distribute copies of your Works Cited page to class members.

 

Conferences: You are required to participate in at least 3 conferences with the instructor during the semester.

 

Quizzes and other assignments will be given at the discretion of the instructor.

 

Electronic submissions:

--You must obtain permission from the instructor to submit electronically a draft or paper.

--The e-mail submission must be sent "w/ return receipt."

--You are responsible for making sure that the paper was in fact received.

 

Plagiarism: Plagiarism, or the unacknowledged use of someone else's ideas or words, is a serious academic offense that could lead to failure of the course. In A Writer's Reference, Diana Hacker notes: "Three different acts are considered plagiarism: (1) failing to cite quotations and borrowed ideas, (2) failing to enclose borrowed language in quotation marks, and (3) failing to put summaries and paraphrases in your own words" (83). As you assume more confidence as a writer, you will gain clarity about avoiding plagiarism. Let me know if you have questions about identifying or avoiding plagiarism.

 

Texts:

Hacker, Diana. A Writer's Reference. 4th ed. Boston: Bedford/St. Martin's, 1999.

Rackham, Jeff and Olivia Bertagnolli. Windows: Exploring Personal Values Through Reading and Writing. New York: HarperCollins, 1997.

 

--Invest in a fat dictionary that brims with words!

 

W            8/28         First class meeting/diagnostic essays

Passionate Attention (Writers discuss personal experience and learning how to see)

F              8/30         pp. 1-6; 9-25; 169; Dillard 170-78; grammar quiz. When you read the Orwell, you will be responding to 3 texts: Orwell's,  Dale's,

and Kawana’s notes. Jot down your responses to them. Prepare to be confused by the Dillard when you read it the first time. As you

explore it again, look for repetition of images. How does the repetition help to clarify Dillard's purpose?

Friday exploratory paper due

 

M            9/2           Labor Day – no class

W            9/4           pp. 25-34; Whitecloud 184-90; O'Connor 190-205. How does Whitecloud view (note this  word) civilization? Do you agree with his view? Consider the role of vision and sight in O'Connor's story. How are "good country people" portrayed? IN-CLASS WRITING

F              9/6           pp. 34-46; Lindbergh 215-21; Ghiselin/Dickinson/Lawrence 221-24. Do you prefer Dale's or Kawana's paper? Why? Lindbergh wrote her essay in 1955. In what ways does it transcend time? How is it bound to that particular period? Find places in the text to support your views. PEER GROUP ASSIGNMENTS

                Friday exploratory paper due

 

M            9/9           pp. 47-56; Plato 224-28; Stafford 228-37; Connections 238. How does Socrates view the world of the intellect versus that of the senses? Stafford includes a lot of description. Why? How does it further his argument?

Makers of Music, Dreamers of Dreams (The role of imagination in writing and thinking)

W            9/11         PAPER 1 DRAFTS DUE

pp. 56-69; 240

SAMPLE PAPER DISCUSSION—PEER GROUP LEADERSHIP

F              9/13         WORKSHOP/Bring handbooks—PEER GROUP LEADERSHIP

 

M            9/16         Library Orientation:  Meet in Multimedia Room

W            9/18         WORKSHOP/Bring handbooks

F              9/20         Conferences/no class

 

M            9/23         Conferences/no class

W            9/25         pp. 69-86. Yourcenar 256-64. Consider the transforming role of imagination in "How Wang-Fo Was Saved." IN-CLASS WRITING

 

F              9/27         PAPER 1 DUE

pp. 87-105. Levertov/Rogers 283 – 85. Examine the structure of Levertov’s poem. What is the relationship between prayer and imagination? Does God exist in Rogers’ poem? What lines or images lead you to your conclusion?

 

Love and Other Difficulties

M            9/30         pp. 105 – 17; 303. Weber 304-13; Olds 313-14. Weber seems to be disappointed about the "unromantic generation." Do you agree with his position? Consider the accumulation of images in Olds' poem. Do they work together for you, or is there some contradiction? What does the word "religious" mean?

W            10/2         pp. 117 – 28.  Munro 321-34.  Consider the different kinds of love in Munro’s story. How did you feel about the story's ending? IN-CLASS WRITING

F              10/4         pp. 129 – 39. Willard/Schulman 340-42; Carver 342-51. Consider the similarities and differences between Willard's and Schulman's poems (see Private Exploration 341).  What are the different kinds of love either shown or discussed in Carver's story?

                Friday exploratory paper due

 

M            10/7         pp. 139 – 48.  Marvell 352-53. Consider the 3 parts of the persona's argument. How is each part different? Do you find the poem persuasive? Why or why not?

W            10/9         pp. 148 – 58. Apple 357-64; Meinke 365-66; Connections 379-80. Consider the role of parental love in each of the works.  In both Apple and Meinke, how is love connected to growth, to discovery?

Sowers and Reapers (Writers explore the craft of work through their own craft)

F              10/11       PAPER 2 DRAFTS DUE

pp. 158 – 65; 382.

SAMPLE PAPER DISCUSSION—PEER GROUP LEADERSHIP

 

M            10/14       WORKSHOP/Bring handbooks

W            10/16       WORKSHOP/Bring handbooks

F              10/18       MID-SEMESTER BREAK

 

M            10/21       Conferences/no class

W            10/23       Conferences/no class         

F              10/25       In-class essay

 

M            10/28       PAPER 2 DUE

                                Sanders 415 – 21. Think about how, through exploring the tools and traditions of past generations, this essay celebrates the rich inheritance enfolded within the past. How does Sanders’ use of parallelism enhance his argument?

W            10/30       Heaney 421-22; Connections 445-46. Explore Heaney’s use of punctuation in the poem. IN-CLASS WRITING

Research

F              11/1         RESEARCH TOPICS AND QUESTIONS/Visit library?

 

M            11/4         EVALUATING SOURCES/Bring sample sources to class. Bring handbooks.

W            11/6         INTEGRATING SOURCES; PLAGIARISM. Bring handbooks.

F              11/8         SAMPLE RESEARCH PAPER DISCUSSION—PEER GROUP LEADERSHIP. Bring handbooks.

 

M            11/11       King 507 – 20. In this famous Letter, King builds his argument using various rhetorical strategies (process analysis, example, definition, comparison/contrast, in addition to parallelism, imagery, and periodic sentences). After reading the Letter once, try to identify some of the places where he employs some of these strategies. Do these strategies make his argument more effective?

                DRAFTS DUE: PAPER 3 (RESEARCH)

W            11/13       WORKSHOP/Bring Handbooks

F              11/15       WORKSHOP/Bring Handbooks

 

M            11/18       Conferences/no class

W            11/20       Conferences/no class

Out of Darkness

F              11/22       pp. 535-36; Wright 536-43. Wright's autobiographical account reveals the pain inherent in a personal awakening. He focuses on his own experience as a black boy in the South, but are you able to relate to his feelings and experiences? Why or why not?

                PAPER 3 DUE

 

M            11/25       Mason 544-55; Pastan 576-77; Cliff (handout).  Consider how history and the present intersect in "Shiloh." (You may end up with more questions than answers!) Compare Pastan's and Cliff's poems. Do you find one poem more effective? Exploratory paper due. [White essay online]

W            11/27       Thanksgiving break

F              11/29       Thanksgiving break

 

M            12/2         In-class essay.

W            12/4         PRESENTATIONS.  [Course Evaluations]

                PAPER 4 DUE (no draft)

F              12/6         PRESENTATIONS.

 

M            12/9         PRESENTATIONS/Last day of class!

 

 

W            12/11       Final revision & self-evaluation/portfolio due by noon

 

 

This syllabus is subject to revision.