Course Content: This class helps you to devise strategies that you can use in all the writing that you will do in college. You will learn the skills of composing – how to come up with ideas, get them on paper, revise them and make them interesting and persuasive to readers. In the process of becoming a better writer, you will also need to become a better reader and thinker.
Writing well involves more than following a set of rules and formulas. It means understanding the relationship between who writers are and who their readers might be. This class aims to help you understand that relationship by practicing it. To this end, you’ll do lots of writing both in and out of class. You’ll write numerous short essays dealing with your own ideas in relation to the reading we’ll be doing, you’ll produce several long papers, and you will engage in many group assignments and readings. We’ll talk about how you develop your own style, how to develop ideas, and how you understand your audience. Ultimately, writing in this class will make you more confident of your ability to write for a variety of purposes and help you discover how writing matters to your thinking.
Course Materials:
Texts:
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Writing Matters (2005-2006)
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Everyday Use: Rhetoric at Work in Reading and Writing (Roskelly and Jolliffe,
2005)
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One Novel to be Chosen by Your Group
Materials:
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A binder to hold all of your writings for this class
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A folder to act as your midterm and final portfolio
Requirements:
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4-5 papers (totaling about twenty pages of revised, edited writing)
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In-class writing
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Short essays
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Group activities, writings, and presentations
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3 conferences with me
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A midterm and final portfolio
Learning Goals:
• Interpret and evaluate argumentative discourse, including writing
and speech.
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Construct cogent arguments.
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Communicate clearly, coherently and effectively.
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Locate, synthesize, and evaluate relevant information.
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Demonstrate an understanding of the aims and methods of intellectual discourse.
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Weigh evidence and evaluate the arguments of differing viewpoints.
Attendance Policy: Most of this class involves you directly in writing, responding, and reporting in class. It is impossible to make up that kind of work. Therefore, regular attendance and participation is crucial to your success in this class. Because of this, attendance and participation are included in the grading policy. Missing more than two classes will lower your grade for the course. Each absent after that will lower your grade by 5% (you will have effectively missed a whole week of class). Talk with me as soon as possible if you are worried about meeting deadlines or missing classes.
Classroom Policies: My expectations for the learning environment can be summed up in one word: respect. Have courtesy and respect for yourself, your fellow classmates, and your instructor. Avoid distracting or disrespectful behaviors (talking while others are speaking, insulting others, receiving phone calls, etc.). Due to the nature of our readings, it is inevitable that divergent opinions will be expressed in class. Remember, everyone has a right to his or her own opinion and a right not to feel threatened because that opinion differs with the views of others. Note that argumentative discourse is the most effective way of changing opinions, not threatening, coercing, or ostracizing. Likewise, do not talk while I’m trying to lecture – there will be plenty of time for in-class discussion.
Grading Policy and Late Work: Grading in this course may be a bit different
from what you have previously encountered. Grades on your performance will
be given twice: a tentative grade at midterm and a final grade at the end of
the semester. Instead of receiving letter grades on assignments, you will receive
comments that will guide you through the revision process. I encourage with
you to meet with me during my office hours if you are ever concerned about
your progress. Your final grade will be based around the following criteria:
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Participation (in-class writing and group work, discussion, peer reviews, etc.):
20%
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Assignments (out of class writing, group work, or presentations): 30%
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Portfolio (an average of midterm and final portfolios): 50%
Publishing Guidelines: As a writer, you must decide on the appropriate method
for publishing your work. However, in many instances, publishing guidelines
exist that must be followed. Please obey the following procedures on all work
that is submitted to me:
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Type all writing that you submit.
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Each piece of writing must have a working title.
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Use the standard margins (1” on all sides for all submissions).
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Use a 12 point font (Times New Roman is preferable in most instances).
Writing Center: The Writing Center is valuable for all writers on the UNCG campus, and I encourage everyone to visit it at least once. It is located in 101 McIver. You can just drop in, or you can schedule an appointment by calling 334-3125.
Special Accommodations: The Americans with Disabilities Act provides for special consideration for individuals with certain disabilities, including learning disabilities. Students with documentation of special needs should arrange to see me about accommodations as soon as possible. You must first register with the Disabilities office on campus before such accommodations can be made.
Academic Misconduct: Using someone else’s words or ideas in any assignment is plagiarism. It is a violation of the university’s Academic Integrity Policy as defined in the student handbook. Plagiarism is grounds for failing an assignment, or possibly even the course. If you need help using references in your work see me or go to the writing center. Please review the UNCG Academic Integrity Policy in the handbook or at www.uncg.edu/saf/studiscp/honor.html.