WRIT 1120: College Writing
University of Minnesota Duluth
Fall semester 2011
Instructor: Laurie Holm Email: [email protected] Phone: (218) 697-2394 ext. 118
Please feel free to stop in and see me anytime during my prep or before or after school. While I dedicate time during the semester to conference with you individually, I encourage you to come in and discuss your writing or research anytime over the course of the semester. Students enrolled in this course will be concurrently enrolled at Hill City High School and UMD. The class is worth 3 credits in the Writing Studies department at UMD, as well as meeting a ½ English credit for Hill City High School graduation requirements.
Course Objectives: College Writing prepares students to join the academic community by providing them instruction in critical and analytical reading of texts; expository, argumentative writing; and academic research. Course curriculum focuses on understanding and developing an awareness of a knowledge-building community.
Liberal Education Requirements: College Writing meets the Category I Liberal Education requirements by teaching writing, revision, critical reading and thinking, effective communication and computer literacy.
Required Texts & Materials:
· Faigley, Lester. The Penguin Handbook 3rd Ed. New York: Pearson/Longman, 2009.
· Gibson, William A. and Kenneth Risdon. College Writing: Assignments and Exercises. 11th ed. Boston: Pearson, 2006.
· Stern, Linda. What Every Student Should Know about Avoiding Plagiarism. New York: Pearson/Longman, 2009.
· A compact electronic storage device, such as a flashdrive or memory stick
· Writing Journal and folder
Student Conduct Code:
Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Students are expected adhere to Board of Regents Policy: Student Conduct Code: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf
Special Needs:
Individuals who have any disability, either permanent or temporary, which might affect their performance in this class, are encouraged to inform the instructor at the start of the semester. Adaptation of methods, materials or testing may be made as required to provide for equitable participation.
Teaching & Learning: Instructor and Student Responsibilities:
UMD is committed to providing a positive, safe, and inclusive place for all who study and work here. Instructors and students have mutual responsibility to insure that the environment in all of these settings supports teaching and learning, is respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas. To reference the full policy please see: http://www.d.umn.edu/vcaa/TeachingLearning.html
Academic Integrity:
Academic dishonesty tarnishes UMD’s reputation and discredits the accomplishments of students. Academic dishonesty is regarded as a serious offense by all members of the academic community. UMD’s Student Academic Integrity Policy can be found at: http://www.d.umn.edu/conduct/integrity/
Excused Absences:
Students are expected to attend all scheduled classes. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family, and NCAA varsity intercollegiate athletics. For complete information, please see: http://www.d.umn.edu/vcaa/ExcusedAbsence.html
In-Class Writing & Group Workshops:
Throughout the semester we will spend a significant amount of time writing in class and working with peers on our writing. This practice and feedback is a critical way for you to recognize ways for others to improve their writing, as well as an opportunity to improve your own reading, thinking and writing skills. You will be asked to share several kinds of writing with peers throughout the semester. Respectful, quality participation is expected and required.
Reading and Writing In addition to assigned reading, you are expected to research and read broadly on a topic of your choosing. It will be your responsibility to continually find new and interesting material on your topic and reflect on these materials in your journal. Be prepared to share notes and reflective journal writing with me during conference.
Grading:
Generally, your work will be graded on the effectiveness of its arguments, development, organization, style and format, as well as its mechanical correctness. On all graded work returned to you, please focus your attention on my comments (as one reader) to you, the writer. “C” papers need to articulate a clear purpose (thesis) which addresses an appropriate question or topic. Arguments must be substantiated with evidence and should include analysis. Finally, the paper should be written in complete sentences and be free from grammatical errors, following guidelines for Standard Written English. In addition to these criteria, papers in the A/B range should be thoughtfully composed and demonstrate originality. The purpose should engage the reader in an interesting way and show an appropriate degree of complexity. Organization and focus should be apparent through the use of clear topic sentences, headings, transitions, and concluding statements. The style should be clear, coherent, and efficient; the tone elegant and respectful for its purpose. Finally, I should be able to hear a lively, intelligent, and interesting human voice. I encourage your participation in on-going dialogue about your writing projects and progress in the course.
While your final grade is at my discretion, the grading scale is:
93-100% = A 87-89% = B+ 77-79% = C+ 67-69% = D+
90-92% = A- 83-86% = B 73-76% = C 60-66% = D
80-82% = B- 70-72% = C- <60% + F
Percentage Breakdown and Approximate Deadlines:
Assignments will be collected at the beginning of the class period on the day they are due. Anything turned in later will be counted one day late. Assignments turned in late will lose 10% of their value (one letter grade) each day they are late. You may also track your progress through Parent Portal which I will update regularly.
Major Units & Written Assignments (80% total):
Diagnostic test……………………………………Sept 14 5%
Unit 1: Conventions of Academic Research/Argumentation
Paraphrase . . . . . . . . . . . . . . Sept 30 . . . . . . . . . . . . . . . . . . . . 5%
Unit 2: Choosing a Topic/Digging into Research
Research Topic Proposal . . . Oct 12-14 . . . . . . . . . . . . . . . . . . . . 10%
Unit 3: Learning from and Analyzing Research Materials
Critical Analysis . . . . . . . . . . . Oct 26-28 . . . . . . . . . . . . . . . . . . . . 10%
Comparative Analysis . . . . . . Nov 1- 3 . . . . . . . . . . . . . . . . . . . . 10%
Unit 4: Organizing and Drafting Academic Papers
Annotated Bib/Outline . . . . . . Nov 23 . . . . . . . . . . . . . . . . . . . ….5 %
Research Draft . . . . . . . . . . . . . Dec 21-23 . . . . . . . . . . . . . . . . . . 10 %
Unit 5: Revising, Reflecting, and Presenting
Final Research Paper . . . . . . . . Jan 15-17 . . . . . . . . . . . . . . . . . . 20%
Final Exam . . . . . . . . . . . . . . . . Jan 19-20 . . . . . . . . . . . . . . . . . . 10%
Other Grade Factors (20% total):
Minor Written Assignments & Journal . . . . . . . . . . . . . . . . . . 10%
Group Assignments……………………….. . . . . . . . . . . . . . . . . . . . . . 5%
Workshops & Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5%
University of Minnesota Duluth
Fall semester 2011
Instructor: Laurie Holm Email: [email protected] Phone: (218) 697-2394 ext. 118
Please feel free to stop in and see me anytime during my prep or before or after school. While I dedicate time during the semester to conference with you individually, I encourage you to come in and discuss your writing or research anytime over the course of the semester. Students enrolled in this course will be concurrently enrolled at Hill City High School and UMD. The class is worth 3 credits in the Writing Studies department at UMD, as well as meeting a ½ English credit for Hill City High School graduation requirements.
Course Objectives: College Writing prepares students to join the academic community by providing them instruction in critical and analytical reading of texts; expository, argumentative writing; and academic research. Course curriculum focuses on understanding and developing an awareness of a knowledge-building community.
Liberal Education Requirements: College Writing meets the Category I Liberal Education requirements by teaching writing, revision, critical reading and thinking, effective communication and computer literacy.
Required Texts & Materials:
· Faigley, Lester. The Penguin Handbook 3rd Ed. New York: Pearson/Longman, 2009.
· Gibson, William A. and Kenneth Risdon. College Writing: Assignments and Exercises. 11th ed. Boston: Pearson, 2006.
· Stern, Linda. What Every Student Should Know about Avoiding Plagiarism. New York: Pearson/Longman, 2009.
· A compact electronic storage device, such as a flashdrive or memory stick
· Writing Journal and folder
Student Conduct Code:
Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Students are expected adhere to Board of Regents Policy: Student Conduct Code: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf
Special Needs:
Individuals who have any disability, either permanent or temporary, which might affect their performance in this class, are encouraged to inform the instructor at the start of the semester. Adaptation of methods, materials or testing may be made as required to provide for equitable participation.
Teaching & Learning: Instructor and Student Responsibilities:
UMD is committed to providing a positive, safe, and inclusive place for all who study and work here. Instructors and students have mutual responsibility to insure that the environment in all of these settings supports teaching and learning, is respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas. To reference the full policy please see: http://www.d.umn.edu/vcaa/TeachingLearning.html
Academic Integrity:
Academic dishonesty tarnishes UMD’s reputation and discredits the accomplishments of students. Academic dishonesty is regarded as a serious offense by all members of the academic community. UMD’s Student Academic Integrity Policy can be found at: http://www.d.umn.edu/conduct/integrity/
Excused Absences:
Students are expected to attend all scheduled classes. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family, and NCAA varsity intercollegiate athletics. For complete information, please see: http://www.d.umn.edu/vcaa/ExcusedAbsence.html
In-Class Writing & Group Workshops:
Throughout the semester we will spend a significant amount of time writing in class and working with peers on our writing. This practice and feedback is a critical way for you to recognize ways for others to improve their writing, as well as an opportunity to improve your own reading, thinking and writing skills. You will be asked to share several kinds of writing with peers throughout the semester. Respectful, quality participation is expected and required.
Reading and Writing In addition to assigned reading, you are expected to research and read broadly on a topic of your choosing. It will be your responsibility to continually find new and interesting material on your topic and reflect on these materials in your journal. Be prepared to share notes and reflective journal writing with me during conference.
Grading:
Generally, your work will be graded on the effectiveness of its arguments, development, organization, style and format, as well as its mechanical correctness. On all graded work returned to you, please focus your attention on my comments (as one reader) to you, the writer. “C” papers need to articulate a clear purpose (thesis) which addresses an appropriate question or topic. Arguments must be substantiated with evidence and should include analysis. Finally, the paper should be written in complete sentences and be free from grammatical errors, following guidelines for Standard Written English. In addition to these criteria, papers in the A/B range should be thoughtfully composed and demonstrate originality. The purpose should engage the reader in an interesting way and show an appropriate degree of complexity. Organization and focus should be apparent through the use of clear topic sentences, headings, transitions, and concluding statements. The style should be clear, coherent, and efficient; the tone elegant and respectful for its purpose. Finally, I should be able to hear a lively, intelligent, and interesting human voice. I encourage your participation in on-going dialogue about your writing projects and progress in the course.
While your final grade is at my discretion, the grading scale is:
93-100% = A 87-89% = B+ 77-79% = C+ 67-69% = D+
90-92% = A- 83-86% = B 73-76% = C 60-66% = D
80-82% = B- 70-72% = C- <60% + F
Percentage Breakdown and Approximate Deadlines:
Assignments will be collected at the beginning of the class period on the day they are due. Anything turned in later will be counted one day late. Assignments turned in late will lose 10% of their value (one letter grade) each day they are late. You may also track your progress through Parent Portal which I will update regularly.
Major Units & Written Assignments (80% total):
Diagnostic test……………………………………Sept 14 5%
Unit 1: Conventions of Academic Research/Argumentation
Paraphrase . . . . . . . . . . . . . . Sept 30 . . . . . . . . . . . . . . . . . . . . 5%
Unit 2: Choosing a Topic/Digging into Research
Research Topic Proposal . . . Oct 12-14 . . . . . . . . . . . . . . . . . . . . 10%
Unit 3: Learning from and Analyzing Research Materials
Critical Analysis . . . . . . . . . . . Oct 26-28 . . . . . . . . . . . . . . . . . . . . 10%
Comparative Analysis . . . . . . Nov 1- 3 . . . . . . . . . . . . . . . . . . . . 10%
Unit 4: Organizing and Drafting Academic Papers
Annotated Bib/Outline . . . . . . Nov 23 . . . . . . . . . . . . . . . . . . . ….5 %
Research Draft . . . . . . . . . . . . . Dec 21-23 . . . . . . . . . . . . . . . . . . 10 %
Unit 5: Revising, Reflecting, and Presenting
Final Research Paper . . . . . . . . Jan 15-17 . . . . . . . . . . . . . . . . . . 20%
Final Exam . . . . . . . . . . . . . . . . Jan 19-20 . . . . . . . . . . . . . . . . . . 10%
Other Grade Factors (20% total):
Minor Written Assignments & Journal . . . . . . . . . . . . . . . . . . 10%
Group Assignments……………………….. . . . . . . . . . . . . . . . . . . . . . 5%
Workshops & Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5%