English 110 Course Outline: Writing Papers and Developing Research Skills - Prof. Gilda Ma, Lecture notes of English Language

Download English 110 Course Outline: Writing Papers and Developing Research Skills - Prof. Gilda Ma and more Lecture notes English Language in PDF only on Docsity! English 110, Critical Reading and Writing University of Delaware, Spring 2013 Section 029, MWF 1:25-2:15, Section 030, MWF 2:30-3:20 Gilda Teixido Kelsey: 022 Memorial Hall, email: kelsey@udel.edu Office Hours: M, W, F, 3:30 to 4:30 and by appointment. Course Description English 110 fosters the critical thinking, reading, writing, and research skills essential to success in college. There are four main emphases in the course: 1) on reading with understanding and recognizing how writers support their points, especially how they make their points convincing to an audience; 2) on expressing your understanding of what you have read in clear, coherent, well-supported essays; 3) on expressing ideas of your own that are well-supported and convincing to an audience; and 4) on finding appropriate sources and integrating sources into your essays using responsible scholarly citation and documentation. More specifically, following the mission statement of the Writing Program and the Writing Program guidelines for this course (see http://www.english.udel.edu/content):  You will write about 7500 words (30 pages) of which 5000 words (or about 20 typed, double- spaced pages) will be finished formal assignments. You will also write many drafts, reading journal entries, in-class assignments, and other short, informal assignments.  Among your formal assignments will be a research paper of 2000 words (eight pages). You will learn a variety of research skills, including on-line research strategies, navigation of the library, evaluation of sources, integration of sources into essays, and responsible scholarly citation and documentation.  You will also learn to read texts critically. That is, you will learn to focus on how a writer makes a point, what information and logical strategies are used, how these strategies appeal to some audiences and not others, and so on. You will learn to respond to authors not simply with agreement or disagreement, but with a critical appraisal of the value, relevance, and effectiveness of their evidence and arguments.  You will use a process approach to writing, revising your writing in response to feedback on your writing from the instructor and your peers. We will use multiple drafts, peer review, and individual conferences as necessary.  The class will address language concerns such as style, tone, diction, grammar, and mechanics as needed. I encourage you to visit the Writing Center for individual work on these issues.  I will assess your writing not only for its adherence to conventions of standard language and scholarly discourse, but also for its effectiveness in addressing the expectations of specific audiences and for its ability to support a main idea with convincing evidence in a logical manner. The purpose of this course is to help you learn to reason critically and independently, to collaborate productively, and to communicate clearly in writing. REQUIRED TEXTS The Allyn and Bacon Guide to Writing, Concise Edition, Sixth Edition, Ramage, Bean, and Johnson The Little Penguin Handbook, Third Edition, Lester Faigley The Arak Anthology 2012-2013 Course Requirements PAPERS: You will write four formal papers as well as a set of less formal summary/response papers. Each of the four major papers requires assigned readings, written planning, and at least two drafts of the complete, finished paper. You must complete all the work to get credit for the paper. You will hand in each paper in a red (section 029) or blue (section 030) pocket folder containing your final draft, previous drafts, and copies of any readings you have used for the paper. You must also submit the final draft of each paper as a WORD document to Sakai; failure to do so will lower your grade for the paper. 2 The formal papers are as follows: 1) Rhetorical Analysis Paper—readings from The Arak Anthology. 2) Proposal for the Research Paper—issues from the film Mardi Gras: Made in China, readings from the UD Library and UD library online databases. 3) Research Paper, readings from the UD Library, print sources and sources from databases. 4) Proposal Argument on a local issue or on the research paper issue. Other course requirements include: 1) Class attendance and participation, including group work and peer review. 2) Homework assignments: readings, short writing assignments, and drafts of the formal papers. 3) A short informal oral presentation on the subject of your research paper). 4) Completion of the online course evaluation at the end of the semester. Revisions: You will have the opportunity to revise the first paper you write. In addition to getting feedback from your peers in class, you may meet with me or with a tutor in the Writing Center before you hand in your other papers to get further feedback before handing in your final drafts to be graded. Evaluation: Your final grade will be determined as follows: 1) Paper 1 -- 15% 2) Paper 2 –- 20% 3) Paper 3 -- 40% 4) Paper 4 -- 10% 5) Class work and informal papers— 15% This grade includes peer reviews, group work, oral presentation, informal papers, and class preparedness. You will receive a lower class work grade if you fail to bring print-outs of drafts of the formal papers to class for peer review. Grades on the formal papers: I will give you detailed evaluation criteria for each assignment and will assign the paper a grade based on how well it meets the stated criteria. Course Policies Preparedness I expect that you will buy the texts and bring whichever is appropriate to class. Further, you will read the assigned material and be prepared to discuss it in class. I often call on students rather than waiting for volunteers. Also, you will bring print-outs of drafts of writing assignments when they are due for peer review. If you fail to bring a draft of an assignment or are unprepared to discuss the material intelligently, you will receive a zero for participation that day. Participation In this class we will work as a community of writers seeking to understand one another's perspectives and explore new perspectives. There will be opportunities for sharing your opinions and reflecting upon important subjects—at all times every class member is expected to participate in a constructive way with respect for one another's positions. Since we will do some of our work in small groups, and the absence of one group member affects the whole group, the attendance policy will be strictly enforced. Conduct: You are expected to be attentive and respectful of others in class. Problem talking: You may not converse with others when the professor or another student is talking. Students who persist in having side conversations will be asked to leave class and will be marked absent for that day. Cell phones: You may not use cell phones for calls or text messaging during class; cell phone ringers must be turned off. Laptops: If you bring a laptop computer to class, you may use it only for classwork. You may not do work for other classes during class time. 5 Formatting and Submitting English 110 Papers You will submit both a paper copy and a digital copy of all four formal papers. 1. Submit a Paper Copy in class: A. Folders: You will need two paper pocket folders in which you will submit your work. Section 023 will need red folders; section 029 will need blue folders. Put your name and section number on the top right corner of your folder. B. Paper Format: You will use MLA format for all papers. (See Little Penguin Handbook for MLA Guidelines). All first drafts and final drafts are to be typed, double-spaced, with 1‖ margins, and with approximately 250 words per page. MLA documentation will be required when appropriate. 1. Headings: Page #1: Put your name, the name of the course and section number, the name of the assignment, and the number of each draft (first draft, second draft, final draft, revision to final draft) at the top left corner of the first page of every paper. Example: Ellen Mateo English 110-023 (or 029) Draft 1, Paper 1: Exploratory Paper Sept. 15, 2011 2. The title should follow the heading, two lines down, centered. Do not use large font or bold. 3. Put your last name and the page number at the top right of every page. 4. Staple the pages together (buy a mini-stapler to carry with you). 5. Always put your marked-up, peer-reviewed earlier drafts behind your final draft in the folder. 6. Make sure the final draft is on top. You don’t want me to grade a previous draft by mistake. C. Submit copies of sources as follows: 1. Include stapled copies of all sources (readings) that you have used in your paper, including print-outs of on-line sources. 2. For books and long sources, photocopy the title page and the pages you have used for your paper. You do not have to attach readings from your textbooks. 3. Put your name on the first page of every source. Make sure the name of the author and the title of the source appear at the top of the page. 2. Submit a digital copy to Sakai: In addition to submitting paper copies, you will submit copies of all final drafts and of some earlier drafts as WORD documents to Sakai: www.udel.edu/sakai Before you submit your draft, please re-name it as follows: 1) Open your file, go to ―save as‖, and re-name your draft as follows: Your name, paper number, draft number, English 110 section number. Example: Dan Millas Paper 1 Final draft 038. 2) You must submit your digital copy by the date and time indicated on the course schedule. Problems with submitting your digital copy: If you have trouble with Sakai, you should email your paper to me by 5 pm. Rename your file as noted above, then 1) Send an e-mail to me (kelsey@udel.edu) and attach your WORD file to the message. In the subject line of the e-mail write ―Your name, Paper 1, ENGL 110 Section 0xx‖. 2) Call the UD help line to solve your problem with Sakai. Submit the paper to Sakai as soon as possible. 6 Revising Paper 1 for a Change of Grade: Requirements Paper 1 may be revised and turned in up to two weeks after it is returned to you graded. However, revising means more than ―fixing‖ the grammar, and punctuation errors I might note on your papers. Fixing those items is good but does not constitute real revision. Real revision includes modification of the thesis, reorganization of material, development of stronger support, or creating a livelier introduction or a stronger conclusion. Thus, revised papers turned in with only minimal changes will not earn a higher grade. You should use the comments I have made on your paper as a guide for revision. You may also meet with me during office hours for help with revising. Requirements for submitting revised papers: Submit your revision in a pocket folder which includes the following: 1. The original graded paper with my comments. 2. The evaluation sheet containing your original grade. 3. Your revised paper with changes marked as follows: a) In the heading put the words ―Revision for Change of Grade.‖ b) Using a colored highlighter, underline the errors you have corrected and other areas of change (new information, rewritten sentences, re-organized information) c) Make marginal notes indicating what changes you made (or why you have chosen not to change a part of the paper that I indicated needed revision). Example: ―I added a quote from the Smith essay,‖ or ―I revised the thesis to make it more specific.‖ 4. An explanation of your revisions: write a paragraph or two indicating the kinds of changes you made and the thinking that occurred in the revision process. Put your name and the date at the top of the page; title the page ―Explanation of Revision of Paper 1 (or Paper 2)‖. Important: Revised papers which do not include the four requirements above will not be re-graded. I will return your paper to you with your final, revised grade by the end of the semester. (You will never receive a lower grade for revising.) The Semester Schedule (see next page) Please consult the following schedule for paper due dates and homework assignments. Be aware that I may make minor changes in the schedule throughout the semester. These changes may include additional homework assignments such as readings or short writing assignments. 7 Schedule ENGL 110 Spring 2013, Sections 029, 030, Teixido Kelsey ABGW=Allyn and Bacon Guide to Writing, LPH=Little Penguin Handbook Week 1 Monday, Feb 4 Introduction to ENGL 110, syllabus, texts. Homework: 1) Read The Arak Anthology sections on The Writing Program, English 110. 2) Bring to class notes on your writing process. 3) Log onto Sakai to view the syllabus online. Wednesday, Feb 6 Intro to ABGW, Ch. 1. Group work on the writing process. Homework: Read and take brief notes on Ch.1 in ABGW and LPH Part 1, Ch. 1-4. Write a 1 to 2 page paper describing your writing process. (You may want to read ahead for next week: ABGW Ch. 5.) Friday, Feb 8 Peer review of writing process paper. Discuss Chapter 1, ABGW and Chapters in LPH. Homework: Read and take brief notes on Ch. 2, ABGW. Revise writing process paper. Week 2 Monday, Feb 11 Discuss Ch. 2, ABGW. Writing process paper due. Post it to Sakai. Homework: 1) Read and take brief notes on ABGW Chapter 5, pages 86-102, Reading Rhetorically and Summary Writing. 2) Read ―Faulty Eyewitness Testimony‖ by Margot Louthan in The ARAK Anthology, and make a list of the thesis and main points of the essay. Wednesday, Feb 13 Discuss Chapter 5 and ―Faulty Eyewitness‖ essay. Assign Paper 1: Summary and Strong Response. Homework: 1) Read ABGW Chapter 5, pages 103-127, Understanding Strong Response Writing, 2) Read and summarize an essay of your choice from the ARAK Anthology (other than the essay by Louthan). Bring a copy of the summary to class on Friday for peer review. 3) Construct a list of points for a strong response to ―Faulty Eyewitness Testimony‖. Friday, Feb 15 Discuss Chapter 5, writing the strong response. Discuss responses to ―Faulty Eyewitness Testimony‖. Peer review of summaries of the essay from ARAK that you have chosen; using attributive tags. Paraphrasing. Homework: Write the complete first draft of Paper 1: your response to an ARAK essay. Bring a copy for peer review on Wednesday. Week 3 Monday, Feb 18 Peer review, Paper 1, draft 1. Organizing your main points and supporting them with specific examples from the Arak essay. Evaluating and commenting on the credibility of the writer’s sources. Sentence skills review as needed, LPH. Homework: Write the final draft of Paper 1. Write an after-the-fact outline of your paper. Bring paper copies to class on Wednesday for peer review. Wednesday, Feb 20 Peer review of Paper 1. Focus: Thesis statements, topic sentences, supporting examples from the Arak essay, introductions and conclusions. Sentence skills questions. The Works Cited list. Homework: Revise Paper 1; bring a final draft for peer review on Friday. Friday, Feb 22 Final peer review of Paper 1. Share revised thesis statements. Proofreading strategies. Homework: Write the final draft of Paper 1. Prepare your folder as follows: 1) Put your final draft on top, on the right side of your folder; put ―Final Draft‖ in the heading. Consult the ―Formatting and Submitting Guidelines for Papers‖ page in your syllabus. 2) Also include in the folder: a) your summary and response points to ―Faulty Eyewitness Testimony‖, b) all peer-reviewed drafts of your essay, and c) Reflection on your essay. 10 Week 9 Monday, April 1 Paper 3: Discuss ABGW Ch. 12 and 13 readings. Peer review thesis statements and rough outlines, and pages one and two of the research paper. Organizing complex information. Wallowing in complexity. In-text citations (LPH). Homework: 1) Read Chapter 7, ABGW. 2) Write two to three pages of Paper 3. Bring print-outs for Wednesday, Wednesday, April 3 Points from Ch. 7 ABGW. Peer review the first two to three pages of Paper 3. Focus on introducing sources rhetorically, using attributive tags, using sources to support your points effectively, and writing correct in-text citations. Avoiding plagiarism. Homework: Continue work on Paper 3: 1) Write an additional two pages. 2) Underline introduction of sources and attributive tags in your draft for peer review. 3) Include all in-text citations with page numbers. 4) Add additional sources to your Works Cited list. 4) Write a list of questions about your use of sources. Friday, April 5 Work independently on Paper 3. Post your draft-in-progress (AT LEAST five pages) to the Sakai ―Forums‖ section by 5 pm on Friday. Bring a print-out for peer review on Monday. Homework: 1) Write an additional two to three pages of Paper 3 for Monday. 2) HAND IN ON MONDAY a print-out of one page of your paper in which you demonstrate your ability to a) introduce a source rhetorically, b) use attributive tags to introduce material from the source, and c) use correct in-text citations. Put your name, class section number, and the date at the top of the page. 3) Make a list of questions about Paper 3 for Monday. 4) Read ABGW Chapter 4, p. 66-74: Concept 11 (stylistic choices). Week 10 Monday, April 8 FINAL SOURCE CHECK—If you have replaced some sources with better ones, you must show me a print-out of the new sources. Make sure you still meet the source requirements for Paper 3. HAND IN your one-page print-out of a few paragraphs of your research paper. Peer review the first seven pages of Paper 3. Write an after-the-fact outline to check for organization. Focus on transitions, topic sentences, introductions and conclusions. ABGW Ch. 4. Homework: 1) Finish writing Paper 3. 2) Review ABGW Chapter 12, Titles, Introductions, and Conclusions. 3) Write the final introduction and conclusion for Paper 3. 4) Bring your complete draft, including the intro and conclusion to class on Wednesday. Wednesday, April 10 Peer review intros and conclusions. Sentence-level issues. Sign up to review the Paper 3 draft of one other student for Monday. (You must read and review a paper you have not yet read.) Homework: 1) Revise the intro and conclusion. 2) Post your complete draft of Paper 3 to the Sakai ―Forums‖ by Thursday at 11:55 pm. So it is available for peer review on Friday. Friday, April 12 Work during class time to read and respond to the paper of one of your classmates using the evaluation criteria for Paper 3. Homework: Write a response in which you assess both the strengths and weaknesses of your classmate’s paper. Print out two copies of your response: one for your classmate, and one to hand in on Monday. You will not receive credit for this work if you do not hand in your response. Week 11 Monday, April 15 Meet with your classmate to discuss the peer review. Hand in a copy of your review points. Final proofreading of Paper 3; final check of Works Cited entries. Homework: 1) Make final revisions to Paper 3. 2) Prepare the Paper 3 folder. 11 Wednesday, April 17 Paper 3:The Research Paper due. Hand in folder with all required elements. Also post your final draft to Sakai by the end of the day; include the Works Cited list. Guidelines for Oral Presentations. Sign up for oral presentations on November 2, 7, and 9. Introduce Paper 4: The Proposal Argument Homework: 1) Prepare for and practice delivering the 3 minute oral presentation on the research paper issue. Hand in a list of talking points on the day you give your presentation. 2) For Monday, Nov. 12: Read and take notes on ABGW Chapter 10, Proposing a Solution. Decide on an issue for your proposal argument; be prepared to report your choice in class. Friday, April 19 No class meeting. Work independently on reading ABGW Chapter 10. Post a paragraph explaining your current best idea for the Proposal Argument to Sakai by 5 pm. Week 12 Monday, April 22 No class meeting: work on your own to develop your ideas for Paper 4. Homework: Prepare for Oral Presentations. Write the talking points and practice your delivery. Wednesday, April 24 Paper 3 Oral Presentations—3 minute presentations on the research paper. Hand in your talking points. Reading: Sample arguments, TBA. Friday, April 26 Oral presentations. Week 13 Monday, April 29 Oral presentations. Homework: 1) Analyze a sample proposal argument: ABGW p. 263, Improving the Campus Learning Environment. Write an after-the-fact outline of this argument. Wednesday, May 1 Begin work on Paper 4: The Proposal Argument Discuss Ch. 10, ABGW. Report on the issue you have chosen for the proposal argument. Homework: 1) Begin writing Paper 4. Write the description of the problem you will address in the paper (at least one page) and a statement of your proposal for a solution (a few sentences). Make a list of supporting points for the justification section. Bring a print-out for peer review. 2) Analyze the elements of sample proposal argument: ABGW p. 267, ―the Hardest of the Hardcore‖. Write an after-the-fact outline of this essay. Make notes in answer to the questions on page 271. Friday, May 3 Review elements of a sample proposal argument in ABGW. Peer review of the description of the problem, proposal for a solution, and list of supporting points for the justification section. Homework: Write a complete draft of Paper 4 for Monday. Bring a print-out for peer review. Week 14 Monday, May 6 Peer review of the first draft of Paper 4. Homework: Revise Paper 4. Write an after-the-fact outline of the paper. Wednesday, May 8 Final peer review of Paper 4. Homework: 1) Make final revisions; prepare the final draft of Paper 4. Friday, May 10 Paper 4 due. Post to the Sakai Assignments section. Writing the reflection paper. (2 pages, non-graded). Homework:. 1) Write the reflection paper. 2) Complete course evaluations 12 Week 15 Monday, May 13 Last class. Reflection paper due. (no folders, just staple). Post to the Sakai Forum by 11 pm. Short reports on the reflection. Thanks for your hard work all semester!