Writing

Running Head: YOST CW SYLLABUS 1

GES110 College Writing

A Syllabus for Students in theCollege Writing Course

Fall 2015

Joann Yost, M.A., ABD

Bethel UniversityCollege of Arts & Sciences

3900 Bethel DriveSaint Paul, Minnesota 55112-6999

YOST CW SYLLABUS 2

YOST CW SYLLABUS 3

GES 110: College WritingBethel University Spring 2015

Joann Yost, Adjunct Assistant ProfessorE-mail: [email protected] Office: Townhouse H Level2BP.O. Box: 2335 Phone: 651.635.2357Office Hours: I strive to be available to my students. Most students prefer to email me; I check my email daily, Monday-Friday. See me in my office most T/Th 2:00 – 3:00 p.m. or by appointment, after class in classroom, or consult by phone.

Catalog DescriptionThis course focuses on the knowledge and skills necessary for successful college level academic research and writing. It emphasizes writing as a process that includes planning/prewriting, drafting, revision, and editing, and it affords multiple experiences of the process. Topics include thesis formulation, development, and support, conventions of writing (grammar, usage, and mechanics), ownership of information and creative work (issues of plagiarism, copyright, and ethical management of information), and information literacy competencies. Students are required to perform in-depth research that involves gathering, reading and evaluating information and to write a formal research paper that synthesizes information from a variety of properly documented sources.Prerequisites: none

Course Outcomes … You will improve your written communication skills by: Discovering or refining your own writing process—prewriting, drafting, and revising—for a variety of academic discourses Engaging in critical analysis of sources for credibility and usefulness Learning how to find research and apply documentation methods necessary to complete ethical, academic writing Formulating and supporting a thesis for a variety of academic discourses Learning techniques to improve your writing and break bad habits through reading, critical analysis, and group discussion Improving skills to rhetorically use information from sources Learning how to find research and apply documentation methods necessary to complete ethical, academic writing Improving your ability to give and apply feedback about writing through conferences and reading groups

Course Policies

Typing Format for Papers and Assignments: The goal is to create professional pieces of writing. To this end, word process all assignments, double space, 12-point font, with one-inch margins and header on each page. Use APA format. Staple papers. Feel free to print two-sided, except final drafts.

Assignments without complete assignment identification may not receive credit nor be returned. Include the following identification in the upper left corner of first page of papers and assignments:

Your full name and P.O. number John Jones PO 9011Assignment due date and title 9/11, Prewriting paper 1Yost/Class and Time class starts Yost/CW 11:10 (or when your class starts)

Attendance: Research shows that those who show up learn more and achieve higher levels of success—in all aspects of life. The attendance policy reflects my desire for all students to succeed and reflects a policy held by many Bethel professors. More than two absences lowers your grade. Three late arrivals count as one absence. Bethel-required activities such as speech tournaments are exceptions, but you must submit documentation of attendance from the sponsoring professor. There is no distinction between excused and unexcused absences.

Missing class and submitting work: If you miss a class, submit hard copies of assignments by class time to my office or PO 2335 or send to class with a classmate. (No credit for emailed assignments until hard copy is submitted.) Get changes to the syllabus, class notes, and copies of handouts from a classmate. It is courteous to let me know a class is missed, but it’s not necessary. After several absences, contact me about your status in the course.

Conferences: Several times you will be required to meet with me or your reading group. You earn points for attending conferences. I am also available to help you during my office hours and by appointment on most Tuesdays or Thursdays.

Behavioral expectations: Arrive before the start of class, listen courteously, participate when requested, and refrain from any behavior that might distract from your learning or the learning of class members. In particular, electronic activity that is unrelated to course content is inappropriate. Only use laptops upon my request and turn off cell phones.

Writing and rewriting are a constant search for what it is one is saying.John Updike

mailto:[email protected]

YOST CW SYLLABUS 4 Grades and revision option: Ideally, grades function as feedback to guide improvement, reflect a measure of your growth, and are not a judgment of your worth. In this spirit, you can choose to revise the first two major papers. A revision usually but not always earns a higher grade; the average of the original and revision is taken. Requirements: submit 10 days after it is returned; submit the original with my comments and grade with the revision to get a revised grade.Grading Scale Grades will follow University-wide standards A=Exemplary B=Accomplished C=Acceptable

A 100-94% B+ 89-88% B- 83-80% C 77-74% D+ 69-68%

A- 93-90% B 87-84 C+ 79-78 C- 73-70 D 67-64

Late work: Grades for final drafts of major papers will be reduced one grade for each class session they are late. All other work submitted after it’s called for in class will receive up to70% credit and will not be accepted after the due date of the paper to which it applies.

Missing work: Your grades are recorded on Moodle. Moodle grade book is a communication tool that gives students a close estimate of grades. Students are encouraged to periodically check and confirm correct recording in the Moodle grade center, to keep track of their assignments, and to respectfully communicate to the professor any discrepancies. Save all assignments returned to verify a grade. Resolve questions one week before final exam week.

Academic Integrity: As a Christian academic community, Bethel’s fundamental purpose is the pursuit of knowledge and the development of Christian persons. Essential to the success of this educational mission is a commitment to academic integrity. As members of the Bethel community, students are responsible for upholding the highest standards of honesty—in practice and spirit. See procedures at: http://cas.bethel.edu/catalog/acadinfo/acadinfo/misc.html#honesty

Documentation and Mechanical Conventions: Use the APA system to document any ideas, information, or quotes from a source. Plagiarism is grounds for failing a paper or a course.

Accessibility Accommodations and Appeals to a Grade: Please contact me as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the Office of Disability Services. Contact Disability Services at 651-638-6833 or visit www.bethel.edu/disability for more details. For appeals procedures visit http://cas.bethel.edu/catalog/acadinfo/acadinfo/misc.html#appeals.

Syllabus adjustments: In order to meet the needs of the particular students in this course, I may modify policies, procedures, point values, and assignments as circumstances warrant. These changes will be announced in class or by email. Students are responsible to check their Bethel email daily and adjust accordingly. Students may also make appropriate, respectful suggestions for modifications.

***Online class sessions: Some class sessions may be held online; these will be announced in class or are marked by *** in the Daily Schedule at the end of the syllabus. Online sessions earn points towards the grade.

Required Texts. Bethel’s Campus Store is the most reliable source for new and used copies of the texts. Hacker, Diana. A Pocket Style Manual. 6th edition (Buy your own. Will need to use in class.)Lewis, C.S. Weight of Glory. Any edition. Pearlman, Daniel D. and Pearlman, Paula R. Guide to Rapid Revision. 8th ed. New York: Longman, 2003. (Buy your

own. Will need to use in class.)

You’ll pick one of the books below to discuss independently with a reading group. Purchase it new, used, or borrow from a library.Wait until after the first day of class to purchase the optional book. Later, you will choose another independent reading book.Any edition:Cash, Carey. A Table in the Presence. Dungy, Tony. Quiet Strength. Hall, Ron, Moore, Denver, Vincent, Lynn. Same Kind of Different as MeIlibagiza, Immacule’e. Left to Tell: Discovering God Amidst the Rwandan HolocaustMiller, Donald. Blue Like Jazz

Inspiration usually comes during [writing], rather than before it.Madeleine L’Engle

http://cas.bethel.edu/catalog/acadinfo/acadinfo/misc.html#appeals

http://www.bethel.edu/disability

tel:651-638-6833

http://cas.bethel.edu/catalog/acadinfo/acadinfo/misc.html#honesty

YOST CW SYLLABUS 5 Web sitesdianahacker.com/pocket or owl.english.purdue.edu have sample papers and exercises to improve grammar, style, documentation & research skills. The Moodle site for our course (accessed through Bethel BLINK) has sample papers my former students make available to you, course documents, discussion forums, grade book, and tests.

Required assignments

The Daily Schedule at the end of this syllabus lists the assignments that are due each day. Make it a habit to check the schedule for each class period .

There may be adjustments to assignments and point values in order to customize assignments to meet needs of a particular class.

You can view your grades on the course Moodle site.

Group/independent reading reports 9 @ 5 points 45Pop quizzes, worksheets, small assignments (subject to change) 20-30Required paper conferences with me

One for first major paperAdditional conferences may be student’s option

5-15

Paper topics 3 @ 5 points 15Prewriting and Thesis 3 @ 5 points 15Critical Analysis: Online peer critiques 3 @ 10 points 30Preliminary drafts 3 or 4 @ 10 points 30-40Electronic submittal (turnitin) of prelim drafts for plagiarism report 2 @ 10 points

20

Critical Analysis: Academic Narrative paper 80Critical Analysis of Journal Article paper 30Copy of one page from each source used in paper 2@ 5points 10Critical Analysis:Informative Lit Review research paper 100Critical Analysis: Persuasive paper 100Critical Analysis: Writing for Real World Publication paper

20

Oral presentation 20Final Exam reflection paper (subject to change) 20-30Course evaluation 5

Approximate total 565-605

Writing AssignmentsPlease read assignments and grading grids carefully.

I always worked until I had something done and I always stopped when I knew what was going to happen next. That way I could be sure of going on the next day.

Ernest Hemingway

YOST CW SYLLABUS 6

Critical Analysis: Academic Narrative with Analysis Paper(80 pts)

Purpose1. To understand and value the elements of narrative discourse, so students can write reflective analysis in academic settings and use personal stories to communicate ideas in real world settings

2. To glean strategies for improving your writing process 3. To improve the quality of your writing through focused revisions of multiple drafts4. To expand choices to construct sentences for correctness and to match meaning

Academic Narrative with Analysis (genre): An academic narrative includes analytical reflection about the writer’s experience that explains what the writer learned from the experience as well as describing what happened. This is different from a simple narrative, in which the writer describes his or her experiences, but does not analyze them. Study your reading group books for how a writer analytically reflects on his or her experiences.

Snapshot of Assignment: In this academic narrative, the writer will describe an experience and critically analyze and reflect on the experience in order to explain the lessons the writer learned from the experience.

Details of AssignmentLength: 4-5 typed pages (300 or so words per page), plus title page.Format: Typing format and assignment identification described in the course policies, page 1of syllabus.Audience: Classmates and professor

Checklist1. Academic Narrative includes an intro, body, and concluding paragraphs.2. Narrative must have a focus or point; the point is stated in the thesis early in the paper and restated in the paper

several times.3. Academic narrative must include meaningful reflection (critical analysis about what was learned from events) at

several points in the paper.4. The writer must address the target audience.5. Language should include techniques that help the reader understand the meaning the author intends to convey:

sentence variety, metaphors, imagery, and/or dialogue.6. Use a two-part, catchy title.7. Do not use contractions. (This is true for all papers in the course.)8. Use first or third person perspective, not second person (you or your).

Follow expectations in the Response Grid for this paper. See grading rubric on Moodle.

Prewriting, Researching, and Planning Find due dates in the daily schedule of the syllabus and record them below.

Rough drafts and preliminary pieces must be submitted on or near due dates for final draft to earn credit.

___________________ Topic(s) proposal

____________________ Prewriting

____________________ Preliminary draft for peer critique

___________________ Preliminary draft and 3-step Peer Critique posted on Moodle

____________________ Final graded draft, submit hard copy in class

Read. As much as you can. As deeply and widely and nourishingly and irritatingly as you can. And the good things will make you remember them, so you won’t need to take notes.

A. L. Kennedy


YOST CW SYLLABUS 7 Response Grid for Academic Narrative Paper

EXEMPLARY ACCOMPLISHED ACCEPTABLE NEEDS DEVELOPMENT

Focus/Thesis:Narrative has a clear focus& a clear point, which writer states in thesis. Reader can connect w/ the focus or key ideas. Entire text holds together.

Narrative has a focus, which writer states in thesis. Reader can understand the focus or key ideas. Entire text holds together.

Narrative’s focus and purpose are unclear OR more than one focus appears. Although parts of the narrative are clear, the entire text doesn’t hold together.

Narrative’s focus and purpose are unclear OR more than one focus appears. The entire text doesn’t hold together.

Intro/conclusion:Intro par engages readers & sets up story and lessons learned. Ending is reasonable—not contrived, nor overly predictable.

Intro par interests readers & sets up story and lessons learned. Ending is reasonable—not contrived, nor overly predictable.

Intro par sets up the story. The ending seems unreasonable OR contrived OR overly predictable.

Intro par does not lead the reader into the narrative. The beginning, middle and end do not seem to work together.

Genre:Text is consistently narrative. Lang and tone never become persuasive or informative: is personal and story-like. Writer analytically reflects on experience & reinforces throughout. Text engages reader.

Text is consistently narrative. Writer analytically reflects on experience. Lang and tone never become persuasive or informative: is personal and story-like. Writer analytically reflects on experience & reinforces throughout. Text is enjoyable to read.

Text is a narrative. Lang OR tone is persuasive or informative at times. Often the text seems to inform or to try to convince the reader of s/thing. Reflection is stated, but lacks analysis.

Text reads like an academic essay or an informative or persuasive essay. Reflection is missing or lacks analysis. Lang & tone aren’t personal. Paper often mixes genres.

Par Development:All paragraphs are fully developed & supported with reasonable info, specific details & analysis. Topic sentences are used & effectively guide reader. . Info w/in a par is in the best possible order.

Most paragraphs are fully developed & supported with reasonable info, specific details & analysis.Topic sentences are used effectively & guide the reader.

Some paragraphs are fully developed; some par need more information & detail, & analysis.

Few or none of the paragraphs are fully developed. Many par lack adequate information & analysis.

Organization:All par are arranged in the best sequence. Info is in the best paragraph for it. Par & the paper overall are clearly organized and easy to follow. Narrative has a clear beg, middle & end

Par are arranged in a logical sequence. Info is in an appropriate paragraph for it. Most par & the paper overall are easy to follow & clearly organized. Narrative has a clear beg, middle & end

Paragraph arrangement could be improved. Some information belongs in a different paragraph.Some parts of the paper are organized & some parts are confusing. Beg, middle & end are unclear

Paragraph arrangement confuses the reader. Often, information appears in an unrelated paragraph.Overall, the info is jumbled, so the paper is disorganized & confusing.

Clarity/Coherence:Transitions and reminders to thesis consistently appear in the paper to guide the reader

Transitions and reminders to thesis almost always appear in the paper. Sometimes the transitions and are simplistic.

Transitions sometimes appear in the paper, but are simplistic.

Transitions or other roadmaps for the reader are missing in the paper.

Sentences:Structure & length varies to effectively convey meaning. All sentences are clearly worded & phrases are in best possible order. Parallel structure in sentences enhances ideas.

Some sentence variety; structure effectively conveys meaning. Almost all sentences are clearly worded.

Little sentence varity. Approx 1/2 of all sentences are clearly worded.

Most sentences are too long or too short and very choppy. Some run-on and incomplete sentences appear.

Mechanical:Averages 1 error per page.

Paper averages 2-3 errors per page.


Paper averages 5+ errors per page.

Fine-tuning:

YOST CW SYLLABUS 8 Paper is always articulate, cohesive & concise; analogy and/or metaphor enhances meaning.

Always cohesive, articulate, & concise; analogy and/or metaphor enhances meaning.

Sometimes cohesive, articulate, & concise; analogy and/or metaphor is awkward.

Usually not cohesive, articulate, & concise; no use of analogy and/or metaphor.

YOST CW SYLLABUS 9

Critical Analysis of Journal Article Paper

Purpose1. To improve the quality of your writing by meeting the standards for academic critical analysis2. To understand the difference between summary and critique of content and supported and unsupported opinion 3. To understand how to analyze academic communication so you can write critical analyses for papers in this class and other college classes.

Critical Analysis (genre): Critical analysis is expected in virtually every form of academic writing. Critical analysis examines how the quality of the components of a communication text (oral, written, or visual) contributed to the success of the communication.

Snapshot of Assignment: The required steps for this assignment are posted on Moodle in the Topic: Journal Article Paper. Use critical analysis to determine the overall effectiveness of one journal article. The text of your critical analysis must be a higher proportion of critical analysis than it is summary.

Details of AssignmentLength: 1.5 - 2 typed pages (300 words per page). Format: Typing format and assignment identification described in the course policies, page 1of syllabus.Special formatting: Submit this paper on Moodle. Audience: Professor

Checklist 1. Read documents related to critical reading and writing. Choose one article to critique. These are posted on Moodle.

2. Inform the reader about what the author(s) did well and what ways the author(s) fell short of expectations. 3. Explain enough content of what was communicated so that the reader understands the critique. 4. Support each opinion with specific examples. Use both direct quotes and paraphrases of information in the article. 5. Establish your credibility as a writer by using sound logic and a fair-minded approach while at the same time being decisive and clearly stating your opinion. 6. Academic critical analysis compares the content of what is being analyzed to other texts and/or to current or historical events. 7. A critical analysis may also comment on the quality of the communicator’s style. 8. Text must be concise while at the same time specific; text must be error free. 9. Language should use first or third person perspective. 10. Follow expectations in Response Grid for Academic Narrative paper with the exception that the Focus meets the Genre definition stated above for Critical Analysis. See grading rubric on Moodle in the link where you submit the paper.


___________________ Read articles found on Moodle. (You set date.)

___________________________ Prewriting & prelim draft and peer feedback encouraged but not required. (You set date.)

____________________ Final graded draft submitted on Moodle with the correct file format. No hard copy submitted.


YOST CW SYLLABUS 10

Critical Analysis: Literature Review Paper(100 Pts)

Purpose1. To increase understanding of the academic informative writing style in the literature review genre2. To glean strategies for improving your research skills and to identify highly credible sources3. To improve the ability to objectively summarize, analyze, and draw conclusions from information4. To tailor writing for a target audience (classmates and professor)

Literature Review: Informative Genre: Informative writing focuses on educating an audience by objectively explainingand analyzing information about a topic. Objective analysis draws conclusions from a variety of sources. Literature reviews explain what is published in highly credible sources about a topic. Study the articles you find for your paper to see how a writer discusses and analyzes information from sources.

Snapshot of Assignment: For this paper, the writer chooses a topic about which the writer and the audience will learn new, in-depth information. The writer will find an array of highly credible sources and analyze the information in the sources to determine what information will educate the audience about the topic. The writer will compare what different sources have to say about a topic and objectively draw conclusions about the information. The writer will develop a thesis that draws one major conclusion about the information. The writer will develop minor conclusions that support the thesis. The writer will use information from the sources to support the thesis and related conclusions.

Details of AssignmentLength: 7-8 typed pages of text (300 words per page), plus title page. Format: Typing format and assignment identification described in the course policies, page 1of syllabus.Audience: Classmates and professorSources: Use 6 sources that are highly credible and varied; use an array of types of sources by including 1 book, 2

articles from academic journals, 1 Web site. At minimum, 4 sources must be scholarly as defined in class.

Checklist1. Intro must include a clearly stated thesis.2. Use coherence devices throughout paper: topic sentences, mini conclusions, transitions, reminders to the thesis, headings.3. Critically analyze information and ideas from sources; “sandwich” information and ideas.4. Language should be neutral rather than persuasive and use third-person perspective.5. Include the parts of a literature review as presented in class.6. Each entry on the References page must be referred to at some point in the paper. Each reference in the text of

the paper must appear on the References page. 7. Final draft of paper must include internal documentation, a title page, and a References page. You must

accurately use APA documentation.You must use an array of sources that meet requirements above. 8. Use APA document format: create two-part title and use APA style headings for paper sections.9. Follow expectations in Response Grid for this paper. See grading rubric on Moodle.


Rough drafts and research pieces must be submitted on or near due dates for final draft to earn credit.

____________________ Topic proposal

____________________ Reference list in APA style; first page of the text of 4 sources—enough to show they are scholarly

____________________ Outline and rough draft. Submit as separate assignments. Do no staple together.

____________________ Electronically submit your rough draft to Turnintin (link found on Moodle) and achieve 15% similarity level. Use Turnintin feedback to revise for potential plagiarism. If needed, call BU’s Technology Helpdesk.


____________________ Final graded draft: submit hard copy in classHow can I tell you what I think until I see what I say?

E.M. Forster

YOST CW SYLLABUS 11 Response Grid for Literature Review PaperEXEMPLARY ACCOMPLISHED ACCEPTABLE NEEDS DEVELOPMENT

Thesis:Thesis is completely proven & elegantly stated. Entire text holds together.

Thesis is proven & clearly stated. The entire text holds together.

Thesis is partially proven or thesis is not clearly stated. The entire text doesn’t hold together.

Intro & thesis seem to create > one subject, or the thesis is unclear. Entire text doesn’t hold together.

Intro/conclusion:The intro par captures readers’ attention, validates the topic & sets up the thesis. Conclusion sums up the key ideas & refers to thesis & attention getter in into.

The intro par gets the readers’ attention, & sets up the topic & the thesis. Conclusion sums up the key ideas & refers to thesis & attention getter in into.

The intro par gets the readers’ attention, & sets up the topic & the thesis. Conclusion sums up the key ideas OR refers to thesis.

The intro par gets the readers’ attention, OR sets up the topic & the thesis. Conclusion sums up the key ideas. Intro & conc are too brief.

Rhetorical context: Text clearly addresses a specific, appropriate audience with a precise purpose; writer appears credible and objective. Writing style always exemplifies genre expectations.

Text addresses an appropriate audience; reader understands writer’s purpose. Writer appears credible and objective. Writing style matches genre expectations.

Audience is general and unspecified and purpose needs more definition. Writer appears somewhat credible and/or objective. Writing style matches most genre expectations.

Audience is not identified & purpose is unclear. Writer lacks credibility and/or objectivity. Writing style fits some genre expectations. Genre is inconsistent.

Par Development:All paragraphs are fully developed and supported with reasonable info. Multiple sources support each point. Topic & clincher sentences are used effectively & guide the reader. All info. is “sandwiched” and analyzed. Variety of types of info used.

Most paragraphs are fully developed and supported with info. Multiple sources support some points. Topic & clincher sentences are used frequently. Most info. is “sandwiched” and analyzed. Variety of types of info used.

Some paragraphs are fully developed and supported. Paper relies too heavily on one or two sources. Topic & clincher sentences should be used more effectively & more often. Info. is rarely “sandwiched” and analyzed. Types of info not varied.

Few or none of the par are fully developed. Many paragraphs lack adequate support. Topic & clincher sentences are missing or ineffective. Paper relies too heavily on one or two sources. Info. is not “sandwiched” and analyzed. Types of info not varied.

Organization:All par arranged in best sequence. Info is in best paragraph for it. Par & the paper overall are clearly organized & easy to follow.

Par are arranged in logical sequence. Info is in an appropriate paragraph for it. Most par & paper overall are easy to follow & clearly organized.

Paragraph arrangement could be improved. Some information belongs in a different paragraph.Some parts of the paper are clearly organized & easy to follow; some parts aren’t.

Paragraph arrangement confuses the reader. Often, information appears in an unrelated paragraph.Overall, the info is jumbled, so the paper is disorganized & confusing.

Clarity/Coherence:Roadmaps (headings, reminders to thesis & transitions) consistently guide reader. Thesis at start, restated in new ways at end & in middle. Info w/in a par is in best possible order.

Roadmaps (headings, reminders to thesis & transitions) almost always appear in the paper. Thesis at start, restated in new ways at end & in middle. Sometimes the transitions and/or subheads are a simplistic.

Roadmaps (headings, reminders to thesis & transitions) sometimes appear in the paper, but are simplistic. Thesis at start & restated in fresh way at end.

Roadmaps (headings, reminders to thesis & transitions) are missing in the paper. Thesis at start & restated at end.

Sentences Uses variety of sentence structures & structures which reinforce meaning. All sentences worded clearly; phrases in best possible order. Parallel struc in sen enhances ideas.

Uses variety of sentence structures & structures which reinforce meaning. Almost all sentences are clearly worded.

Uses variety of sentence structures. Approx 1/2 of all sentences are clearly worded.


Research:Min. 6 credible sources, required variety on References page. All info

Min. 6 credible sources, required variety on References page. A few documentation errors;

Min. 6 sources on References page or not required variety. Several documentation errors;

Fewer than 6 sources on References page. Several documentation errors; little info sandwiched.

YOST CW SYLLABUS 12 correctly documented and sandwiched. Variety of quotes, summaries, blended quotes.

most info sandwiched. Variety of quotes, summaries, blended quotes.

some info sandwiched. Relies on summaries or quotes; little variety.

Relies on summaries or quotes; little variety.

Mechanical/Documentation: Averages 1 error per page.



Paper averages 5+ errors per page.

Fine-tuning:Paper is always articulate, cohesive & concise

Paper is always cohesive, articulate, & tightly constructed.

Paper is sometimes cohesive, articulate, & tightly written.

Paper is usually not cohesive, articulate, & tightly written,

YOST CW SYLLABUS 13

Critical Analysis: Persuasive Paper (100 pts)

Purpose1. To understand the elements of persuasive discourse, so students can write it2. To understand the elements of persuasive discourse, so students will not be manipulated by it3. To increase awareness of elegant style 4. To construct a paper in a time frame similar to a typical academic course or a real world setting

Persuasive (genre): Persuasive writing is extremely audience specific and has one of three goals: (1) to inform the reader about an issue with which the reader may disagree, and convince the reader that the writer’s view is worth considering, (2) to change a reader’s opinion on something, or (3) to convince the reader to act. Study Lewis and King to see how to develop an effective argument.

Snapshot of Assignment: For this paper, you will use one of Lewis’ sermons or King’s “Letter from the Birmingham Jail” as a starting point for your topic: identify a topic that is related to the sermon or the letter. In your paper, create a thesis that states your stand on the topic. Persuade your readers to adopt your view or to take action. You must discuss both your thesis and the antithesis (opposing view); you must also specifically refer to Lewis/King and two more highly credible sources in your paper.

Details of AssignmentLength: 4 typed pages of text (300 words per page), plus title page. Format: Typing format and assignment identification described in the course policies, page 1of syllabus.Audience: Classmates and professor or consider addressing an audience with an opposing view than yours.Sources: Must be highly credible as defined in class. In addition to Lewis or King and possible use of the Bible, 2

highly credible sources are required. The best papers will include a book for an additional source.

Checklist1. Topic must be debatable for the given audience, but not be too common such as the death penalty or abortion.

2. Intro must include a clearly stated thesis with an antithesis (opposing view).3. Paper must explain and counter at least one opposing view (probably one paragraph or interspersed in paper).

4. The conclusion must state the action/view the reader should grasp.5. The text must persuade the reader. Language should be persuasive rather than neutral.6. The sermon from Lewis or the letter by King must be referenced 3-4 times; 2 additional sources must be referred

to in the paper. Each reference in the text of the paper must appear on the References page. If the Bible is used, it does not count as 1 of the 2 sources.

7. Your paper must include internal documentation and a References page. You must accurately use APA documentation.

8. Language should use first or third person perspective.9. Follow expectations in Response Grid for this paper. See grading rubric on Moodle.

Prewriting, Researching, and PlanningFind due dates in the daily schedule of the syllabus and record them below.

Rough drafts and research pieces must be submitted on or near due dates for final draft to earn credit.

____________________ Outline and Preliminary draft. Submit as separate assignments; do not staple together.


____________________ Optional: Electronically submit your rough draft to Turnitin on Moodle and achieve a blue/15% rating.

____________________ Final graded draft, submit hard copy in class; separately submit a copy of one page from each source

Writing is…one of the most effective methods we can use to monitor our thinking…We write to

YOST CW SYLLABUS 14 think.

Donald Murray

YOST CW SYLLABUS 15 Response Grid for Persuasive Paper

EXEMPLARY ACCOMPLISHED ACCEPTABLE NEEDS DEVELOPMENTThesis:Thesis is completely proven & elegantly stated. Entire text holds together.

Thesis is proven & clearly stated. The entire text holds together.

Thesis is partially proven or thesis is not clearly stated. The entire text doesn’t hold together.

Intro & thesis seem to create > one subject, or the thesis is unclear. Entire text doesn’t hold together.

Intro/conclusion:The intro par captures the readers’ attention, validates the topic & sets up the thesis. Anti-thesis credits the opposite view w/ respect. Conclusion sums up the key ideas, notes dangers of ignoring the thesis, and refers to thesis & attention getter in into.

The intro par gets the readers’ attention, & sets up the topic & the thesis. Anti-thesis credits the opposite view w/ respect. Conclusion sums up the key ideas, notes dangers of ignoring the thesis, and refers to thesis & attention getter in into.

The intro par gets the readers’ attention, & sets up the topic & the thesis. Anti-thesis credits the opposite view too much or w/out respect. Conclusion sums up the key ideas, refers to thesis; may not note dangers of ignoring the thesis, OR refers to attention getter in into.

The intro par gets the readers’ attention, OR sets up the topic & the thesis. Anti-thesis appears or may be missing. Conclusion sums up the key ideas, does not refer to thesis OR is too brief.

Rhetorical context: Text clearly addresses a specific, appropriate audience with a precise purpose; writer appears credible. Writing style & language always exemplify genre expectations.

Text addresses an appropriate audience; reader understands writer’s purpose. Writer appears credible. Writing style matches genre expectations.

Audience is general and unspecified and purpose needs more definition. Writer appears somewhat credible. Writing style matches most genre expectations.

Audience is not identified & purpose is unclear. Writer lacks credibility. Writing style fits some genre expectations. Genre is inconsistent.

Par Development: All paragraphs fully developed & supported with reasonable data. Multiple sources support each point. Topic & clincher sentences used effectively & guide reader.

Most paragraphs are fully developed and supported with data. Multiple sources support some points. Topic & clincher sentences are used as needed.

Some paragraphs are fully developed and supported. Relies too heavily on limited sources. Topic & clincher sentences are used

Few or none of the paragraphs are fully developed. Many par lack adequate support. Relies too heavily on one source.

Organization:All par are arranged in the best sequence. Info is in the best paragraph for it. Par & the paper overall are clearly organized & fluent.

Par are arranged in a logical sequence. Info is in an appropriate paragraph for it. Most par & the paper overall are easy to follow & clearly organized.

Paragraph arrangement could be improved. Some information belongs in a dif paragraph. Some parts of the paper are clearly organized & some are not.

Paragraph arrangement confuses reader. Often, info appears in unrelated paragraph. Overall, info is jumbled, so paper is disorganized & confusing.

Clarity/Coherence:Roadmaps (reminders to thesis & transitions) consistently guide reader. Thesis at start, restated in new ways at end & in middle. Info w/in a par is in best possible order.

Roadmaps (reminders to thesis & transitions) almost always appear in the paper. Thesis at start, restated in new ways at end & in middle. Sometimes the transitions and/or subheads are a simplistic.

Roadmaps (reminders to thesis & transitions) sometimes appear in the paper, but are simplistic. Thesis at start & restated in fresh way at end.

Roadmaps (reminders to thesis & transitions) are missing in the paper. Thesis at start & restated at end.

Sentences Uses variety of sentence structures & structures which reinforce meaning. All sentences worded clearly; phrases in best possible order. Parallel struc in sen enhances ideas.

Uses variety of sentence structures & structures which reinforce meaning. Almost all sentences are clearly worded. Parallel struc in sen enhances ideas.



Research: Min. 2 credible sources & Lewis on References. All info correctly documented & sandwiched. Variety of quotes, summaries, blended quotes.

Min. 2 credible sources & Lewis on References. A few documentation errors; most info sandwiched. Variety of quotes, summaries, blended quotes.

Min. 2 credible sources & Lewis on References. Several doc. Errors; some info sandwiched. Relies too heavily on summaries or quotes; little variety.

Fewer than 2 sources & Lewis on References. Several doc. Errors; little info sandwiched. Relies too heavily on summaries or quotes; little variety.

Mechanical/ Averages 2-3 errors/page. Averages 4-5 errors/page. Averages 5+ errors/page.

YOST CW SYLLABUS 16 Documentation: Averages 1 error/page.Fine-tuning: Always articulate,cohesive, concise. Uses elegant techniques: metaphor, analogy, syllogism.

Always cohesive, articulate, & concise. Uses one elegant technique: metaphor, analogy, syllogism.

Sometimes cohesive, articulate, & concise

Usually not cohesive, articulate, or concise

YOST CW SYLLABUS 17

Critical Analysis: Writing for Publication in the Real World: Make a Difference

(20 pts)Purpose

1. To increase awareness of style and genre parameters 2. To improve the quality of your writing by meeting the standards for publication in the real world3. To understand how to analyze a website’s audience so you can write it for real world audiences4. To understand the power of public writing discourse, so you can make a difference with your writing in the real world

Writing for publication: Writing for publication is extremely audience specific and has one of three goals: (1) to inform the reader about a topic, (2) to change a reader’s opinion on something, or (3) to get the reader to act. Study booksellers’ websites and/or newspapers’ opinion pages to see models for how to write these options.

Snapshot of Assignment: For this paper, you have choices: Choice 1: Write a book review and submit it to a bookseller’s website (review must be of a book read for this class) or Choice 2: Write a letter to the editor of a newspaper and submit to the paper’s website.

Details of AssignmentLength: 150-300 words. Include assignment identification, but no title page.Format: Typing format and assignment identification described in the course policies, page 1of syllabus.Audience: Target audience for newspaper or website

Checklist1. Your topic must fit into the context of topics for target website.2. If writing a letter, it must address a very specific issue relevant to website’s target. Preference for newspaper websites are in this order: local newspaper (your city or town), Twin City newspaper, The Clarion, and other newspapers or magazines.3. Text must be concise while at the same time specific.4. The text must clearly state an opinion.5. Language should be persuasive rather than neutral while at the same time respectful.6. Text must be submitted to a credible website, one that shows sophistication of thought, knowledge, and language.7. Your paper must be error free before sending to the real world publication.8. Proof of submission MUST be stapled to text of paper. Proof can take the form of a copy of sent email that shows date and name of publication, copy of your letter or book review printed in publication, confirmation of submittal to publication, etc..

9. Follow expectations in Response Grid for this paper. See grading rubric on Moodle.


___________________________ Submit letter to newspaper or book review to bookseller’s website.

____________________ Final draft and proof of submittal, hard copies of both submitted to my PO #2335.

YOST CW SYLLABUS 18

Response Grid for Writing for Publication in the Real World Paper

EXEMPLARY ACCOMPLISHED ACCEPTABLE NEEDS DEVELOPMENTThesis:Focus is completely clear & concisely stated. Entire text supports focus.

Focus is completely clear & concisely stated. Entire text supports focus.

Focus partially proven or isn’t clearly stated. Part of text doesn’t support focus.

Focus unclear, or more than one subject. Entire text doesn’t hold together.

Paragraphs:Brief intro gets reader’s attention & gets right to the focus. Body paragraphs used strategically, as needed. Brief conclusion clearly calls for action or change of belief.

Brief intro gets reader’s attention & gets right to the focus. Body paragraphs used strategically, as needed. Brief conclusion clearly calls for action or change of belief.

Brief intro gets reader’s attention & gets right to the focus. Body paragraphs may not be used strategically. Brief conclusion clearly calls for action or change of belief.

Intro does not get reader’s attention, nor get right to the focus. Body paragraphs not used strategically. Conclusion’s call for action or change of belief is unclear.

Rhetorical context: Text clearly addresses a specific, appropriate audience with a precise purpose; writer appears credible. Writing style & language always exemplify genre expectations.

Text addresses an appropriate audience; reader understands writer’s purpose. Writer appears credible. Writing style matches genre expectations.

Audience is general and unspecified and purpose needs more definition. Writer appears somewhat credible. Writing style matches most genre expectations.

Audience is not identified & purpose is unclear. Writer lacks credibility. Writing style fits some genre expectations. Genre is inconsistent.

Topic Development:Opinions are supported by logical reasons and the best specific examples.

Opinions are supported by logical reasons and specific examples.

Opinions are not supported by logical reasons or lackspecific examples.

Opinions are not supported by logical reasons and lackspecific examples.

Organization:All par are arranged in the best sequence. Info is in the best paragraph for it. Par & the paper overall are clearly organized & fluent.

Par are arranged in a logical sequence. Info is in an appropriate paragraph for it. Most par & the paper overall are easy to follow & clearly organized.

Paragraph arrangement could be improved. Some information belongs in a dif paragraph. Some parts of the paper are clearly organized & some aren’t.

Paragraph arrangement confuses reader. Often, info appears in unrelated paragraph. Overall, info is jumbled, so paper is disorganized & confusing.

Clarity/Coherence:Roadmaps such as transitions consistently appear in the paper to guide the reader. Info w/in a par is in the best possible order.

Roadmaps such as transitions almost always appear in the paper. Sometimes the transitions are simplistic.

Roadmaps such as transitions sometimes appear in the paper, but are simplistic.

Roadmaps such as transitions are missing in the paper.

Sentences:Uses variety of sentence structures & structures which reinforce meaning. All sentences worded clearly; phrases in best possible order. Parallel struc in sen enhances ideas

Uses variety of sentence structures & structures which reinforce meaning. Almost all sentences are clearly worded. Parallel struc in sen enhances ideas.



Mechanical:

YOST CW SYLLABUS 19 No errors. Paper has 1 error. Paper has 2 errors. Paper has 3+ errors.Fine-tuning:Always articulate,cohesive, concise & uses elegant techinques.

Always cohesive, articulate, & concise

Sometimes cohesive, articulate, & concise

Usually not cohesive, articulate, or concise

YOST CW SYLLABUS 20

Daily Schedule of Assignments(Subject to change as needs of class arise)


The writer may write to inform, to persuade, to explain, but…there should be, first, the satisfaction of the writer’s own learning.Donald Murray, writer, composition teacher, one of the founders of research in composition

DH =Hacker, Diana. A Pocket Style Manual PP= Pearlman, Daniel D. and Pearlman, Paula R. Guide to Rapid Revision HO=item found in handout packet

Day Assignments due the day listed on the left.

Due dates for major assignments are highlighted.Unit One: Writing Theory and ProcessDiscourse Aim: Critical Analysis & narrative writing

Week 1.1

9/1Due *In class, select book, reading groups,and submit book selection

1.2

9/3

Read *Syllabus & become familiar with course site on Moodle. Regularly read the Daily Schedule for upcoming assignments. *Pearlman and Pearlman (PP) pp. 1-8. Bring to class.Due *In class, determine reading group, book, and reading schedule. Complete book by 9/24

Week 2.3

9/8

Read *Sample narrative papers on Moodle (Moodle site for our course). *Narrative Paper assignment sheet, found in the syllabus. Regularly read the Daily Schedule for upcoming assignments.Due *Narrative paper topic proposal. Identify 2 possible topics. For each topic, write 1 short paragraph. In the paragraph, describe an experience & explain both what happened and what you learned from it. Type this. *Prewriting for narrative paper. Typed or handwritten—Choose one prewriting technique you read about (in PP) and prewrite on just one of the topics you think you will use.

2.4

9/10

Due *Bring to class a blank copy of the Reading Group Critical Analysis Report Narrative #1. (Print from Moodle.) *Conferences with me in classroom about paper topics. *Reading group prep and meet: 1) read 1/3 of the book; 2) prepare one question to discuss; and 3) finding one quote or idea from your book to discuss. Reading groups meet in classroom. *Complete in class a Critical Analysis Report Narrative #1.

Week 3.5

9/15

Read *PP 131-35. Bring PP to class. Regularly read the Daily Schedule for upcoming assignments.Due *Narrative paper preliminary draft, at least 4 pages of text. Paper copy. Type all drafts.

3.6

9/17

*No class meeting. Instead, meet in the classroom with reading group for 30-40 minutes.50% of class will meet with me for individual conferences.Due *Bring a complete, revised polished draft to conference. *Prepare questions/spots in your draft to examine in conference. * Reading group prep: 1) read the next 1/3 of the book; 2) prepare one question to discuss; and 3) find one quote or idea from your book to discuss. *Submit Reading Group Critical Analysis Report Narrative #2 due in my PO 2335 by midnight.

YOST CW SYLLABUS 21

Week 4.7

9/22

Read *PP 36-48, 51-52, 72-75, 88-89, 95-103, 107-109. Bring PP to class.Due *Narrative paper complete draft. Bring hard copy.

4.8

9/24

*No class meeting. Instead, meet in the classroom with reading group for 30-40 minutes.50% of class will meet with me for individual conferences.

Due *Bring a complete, revised, paper copy of polished draft to conference. *Prepare questions/spots in your draft for us to examine. *3-step narrative peer critiques on Moodle forum. See Moodle for submittal times for each step. Step 1 due by class time. * Reading group prep: 1) read the last 1/3 of the book; 2) prepare one question to discuss; and 3) finding one quote or idea from your book to discuss. *Submit Reading Group Critical Analysis Report Narrative #3 due in my PO 2335 by midnight.

Unit Two: Research: finding, evaluating, documenting, and organizing sources to inform.Discourse aim: Informative Paper type: Critical Analysis & Lit Review/Research

Week 5.9

9/26

Read *Diana Hacker (DH), section 39 and p. 199, formatting an APA paper. *Regularly read the Daily Schedule for upcoming assignments.Due *Narrative Paper, final draft, bring paper copy to class. *Last day to submit late work for narrative paper. *In class, determine discussion groups.

5.10

10/1

REPORT TO CLASSROOM IN LIBRARYRead *DH, sections 25-27 *Informative Lit Review paper assignment sheet, found in the syllabus.Due *Research Launch Pad (HO), steps 1 , 2 & 3 *Complete the Web site Critical Analysis worksheet (HO—find in handout pack)

Week 6.11

10/6

Due *Informative Lit Review paper topic proposal. Typed. State the narrow topic, explain why it’s a significant topic, explain why you are curious about it, and list 3-4 guiding questions for the topic. Organize the information so that it’s easy for me to identify. *Print a copy of at least the first page of the text of 2 scholarly articles; print enough pages of each source to prove it’s scholarly. A page with just the bibliographic info. is not adequate. You must be able to explain why each source is scholarly. How? Use the Periodicals Critical Analysis worksheet to determine if sources are scholarly. (HO)Bring DH to class.

6.12

10/8

*Stay tuned regarding class meeting or not. TODAY’S ASSIGNMENTS CONTINUED ON THE NEXT PAGEDue *Discussion group prep. Read the instructions on the CAR, Informative #1 for how to prepare for your group meeting. Meet in the classroom with your group for 30-40 minutes. * Discussion Group Critical Analysis Report Informative #1 due in my PO 2335 by midnight.Coming up: Critical Analysis of Journal ArticlePaper: See full assignment sheet earlier in syllabus. Paper due 10/15.

YOST CW SYLLABUS 22

Week 7.13

10/13

Read *DH, 35a

Due * Typed copy of APA References page, 10 sources. See Research Launch Pad in handout packet and complete all the steps in order to meet the criteria for this references page. *Write/type possible thesis statement for Informative Lit Review paper. This is a working thesis and need not be perfect.

7.14

10/15

*Online class

Due by class time *Critical Analysis of Journal Article Paper. By class time, submit on Moodle . See assignment page in syllabus for for how to do this paper. *Spend time contemplating and digging deeper into the ideas in your informative paper.

Week 8.15

10/20

Workshop: Bring laptop to class.

Read *DH, sections 35b-38. Bring to class DH and PP. Regularly read the Daily Schedule for upcoming assignments. * 2 Moodle sample papers/literature review. Think about: What strategies does the author use that you could experiment with in your paper? How does the author integrate and tag info. from sources?

Due *Outline of informative lit review paper. See HO Formal Integrated Outline for Lit Review for how to do outline. *Draft of informative paper, 6 pages minimum. Include info from at least 6 sources. Cite sources using the best APA style you can based on reading DH.

8.16

10/22

*No class meeting. Instead, meet in the classroom with discussion group for 30-40 minutes.Conferences with me are optional. You may also see writing tutor in Bethel’s Writing Center.

Due * Discussion group prep and meet * Discussion Group Critical Analysis Report Informative #2 due in my PO 2335 by midnight. *Acquire the next book: C.S. Lewis, Weight of Glory

Week 9.17

10/27

Workshop: bring laptop to class

Read *PP 25-26, 36-39, 85-88, 91-92 and DH section 39 and p. 199. Skim these pages. Bring both texts to class. *Bring to class complete revised polished draft that includes all sources and documentation, at least 7 pages.

9.18

10/29

*No class meeting. Instead, meet in the classroom with reading group for 30-40 minutes.*Conferences with me optional

Due *Electronically submit your rough draft to turnitin.com on Moodle. Use feedback to revise for potential plagiarism. Resubmit until feedback registers blue. For help, call the BU Technology Helpdesk, x6500. * Discussion group prep and meet * Discussion Group Critical Analysis Report Informative #3 due in my PO 2335 by midnight. *3-step informative peer critiques on Moodle due. See Moodle for submittal times for each step. Step 1 due by class time. *Bring a revised polished draft to conference, at least 6 pages that includes all sources & documentation. Prepare questions/spots in your draft to examine.

YOST CW SYLLABUS 23

Unit Three: Critical Analysis & Persuasive Discourse Aim: Persuasive

Week 10.19

11/3Read *Persuasive Paper assignment sheet, found in the syllabus.Due *Informative Lit Review Paper, final draft , paper copy. Note: Update the Reference list you previously submitted so that the list reflects the sources you actually used in your paper. *In class, determine reading group, select sermons and reading schedule. Complete selections in book 11/19 *Last day for late work related to this paper.

10.20

11/5

*Stay tuned regarding class meeting or not.

Due * Reading group meet in the classroom with reading group for 30-40 minutes. *Reading group prep: 1) Read Lewis “Forgiveness” (book) & King ”Letter from Birmingham” (found on Moodle); 2) Prepare one quote and one question for your group to discuss. * Choose 3 more sermons for your group to read in your future discussions. *Reading Group Critical Analysis Report Persuasive #1 due in my PO 2335 by midnight.

Week 11.21

11/10Report to class. No assignment due.Bring Lewis and laptop to class.

11.22

11/12

*Stay tuned regarding class meeting or not.*Reading group meet in classroom for 30-40 minutes. *Reading group prep: 1) Read one more sermon; 2) Prepare one quote and one question for your group to discuss*Reading Group Critical Analysis Report Persuasive #2 due in my PO 2335 by midnight.

Week 12.23

11/17

Workshop: bring laptop to class

Read *PP, 79-85 Bring PP to class. Due *Outline of persuasive paper. Use the type of outline that works best for you except an idea map. *Preliminary draft of persuasive paper, at least 3 pages. Include a significant amount of internal and end documentation.

Week 13.24

11/19

*No class meeting. Those who chose to will meet with me for optional individual conferences.

Due *3-step persuasive peer critiques on Moodle forum. See Moodle for submittal times for each step. Step 1 due by class time. *Reading group meet. Last reading group. TODAY’S ASSIGNMENTS CONTINUED ON THE NEXT PAGE *Reading group prep: 1) Read two more sermons; 2) Prepare one quote and one question for your group to discuss * Reading Group Critical Analysis Report Persuasive #3 due in my PO 2335 by midnight *Bring a complete draft to conference that includes introduction and at least 2 sources (other than Lewis/King or the Bible) and documentation. Prepare questions/spots in your draft for us to examine.

11/24 *No class meeting. Those who chose to will meet with me for optional individual conferences.

YOST CW SYLLABUS 24

Unit Four: Writing for the “real” worldDiscourse: Writing for Publication

Week 14.25

12/1

Read *Writing for Publication assignment sheet, found in the syllabus. *Book reviews on bookseller websites (such as Amazon or Barnes & Noble) OR read the opinion section of several newspapers. Read for several days in order to get ideas for how they are written. Prepare to share insights about topics, target audience, & qualities of writing for these venues. Due *Persuasive paper final draft, paper copy *A copy of one page from each source used in your paper other than the book by Lewis and the Bible. Submit separately from final draft. For books, make a copy of the title page or print an ad from Amazon.

14.26

12/3

No class meeting.

Due *Write, revise, & post a letter to editor or book review. Submit hard copy to my PO 2335 by midnight. *Submit a hard copy of proof of submittal to my PO 2335 by midnight. Attach to hard copy of letter/book review. (Proof could be a copy of the email you sent to the newspaper, or the book review posting, or the confirmation from publication). For full credit, today’s date must appear on the proof of submittal.

Week 15.27

12/8

Due *Prepare a concise presentation that is two minutes long in which you explain ideas you have learned throughout the semester and how your writing has developed. More details about the presentation will be explained in class.

Note: Last day to submit late work for persuasive paper. Last chance to correct gradebook problems. The Moodle grade book will no longer be available after the last regular class session of the semester.

15.28

12/10 Bring to class a mobile device or laptop so that you can access the Internet during class.Due *Report to class the status of responses to your Writing for Publication posting *Presentations *Final exam prep

Finals Week

Final Exam: comprehensive on all readings, assignments, and lectures—emphasis on notes from lectures. Submit on Moodle.

Final exam times G mod (8:55 class) final due on or before Thursday 12/17 at 8:15 am H mod (11:10 class) final due on or before Friday 12/18 at 8:15 am I mod (12:35 class) final due on or before Monday 12/14 at 11:30 am

For a touch of humor at the end of the term: The beautiful part of writing is that you don’t have to get it right the first time—unlike, say, brain surgery.Robert Cormier

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