UWRT 1102

Writing and Inquiry in Academic Contexts- Spring 2016

Cameron 157, Tues/Thursday- 9:30 a.m.

Elena Brown
Office: Cameron 123
Email: ebrow116@uncc.edu
Office Hours: Tues/Thurs 11-1 and MWF by appointment
Course Description
1102 focuses on inquiry, complex academic writing, use of multiple sources, and digital
presentation of ideas. The course asks students to track, analyze, and write about composing
processes and rhetorical strategies in their writing. Our inquiries will investigate the subject of
college education, seeking to learn how popular culture, the academy, and our campus shape the
university experience.
Student Learning Objectives

rhetorical knowledge
critical reading
composing processes
knowledge of conventions
critical reflection

Course Materials
*Please bring these every day.
From Inquiry to Academic Writing: A Text and Reader (3rd Edition). ISBN 978-1-45765344-5
Writers Notebook: get a standard composition book, college-ruled
Black or blue pens
Working Knowledge of Google Drive/ Docs, Moodle, and Wordpress. We will compose
documents primarily through Google Docs through your UNC Charlotte email account.
Final course portfolios will be completed in Wordpress.
Access to a computer with internet. You certainly need this outside of class, but some
days you will need a laptop in class as well. We will be composing in class each day,
often through digital means. The library loans laptops, so check there if you need to
borrow one. If you let me know in advance, I may be able to borrow one from my
program as well.

Assessment
Final grades will be based on commitment to class participation, required reading, daily in-class
writing, talking points/ out-of-class assignments, and the compilation of a writers portfolio.
Final grades will be weighted as follows:
1. Talking Points 20% (Google+)
2. Journal Entries 15% (composition book)
3. Classwork/ Participation 25%
4. Writers Portfolio 40%
*Grades will be determined using a 10-point scale (90-100=A, 80-89=B, 70-79=C, etc.)
*All formal assignments and a final portfolio must be completed to receive a passing grade in the
course.
*Plagiarism will result in failure of the course.
Talking Points
Learners will participate in weekly reading reflections over the course of the semester from the
course readings. These reflections should include what you consider to be the most interesting,
important, surprising, or controversial points from the reading. You should indicate page
numbers and provide a rationale for your selection of each point. These should be substantive but
brief (about 500 words). These writings will guide small group in-class discussions. Print out
your talking points and bring them to class. Remember that your talking points should
demonstrate that you have read the material and that your purpose is to engage the instructor and
peers in conversation/debate/discussion. Upon posting each week, you are expected to respond to
at least two posts from your classmates. A rubric for posts and discussion will be used for
assessment. Due: Before class on specified days (see schedule); responses to classmates
reflections should be posted no later than MIDNIGHT on Saturday each week.
Journal Entries
Your composition book will serve as your journal for in-class writing exercises. Writing must be
in complete sentences unless otherwise specified. Journals will be checked randomly.
Writers Portfolio
Students will curate and design individual e-Portfolios that analyze their composing processes
and rhetorical knowledge. e-Portfolios will exhibit artifacts from course compositions and
arguments about what and how they have learned.

Classroom Policies
Be respectful (embrace diversity and multiculturalism).
Electronic Etiquette: no headphones, texting, or surfing during class. Use devices only for
composition and design purposes.
Listen to others.
Read others compositions with attention and openness.
Participate: speak, compose, share, and collaborate.
Spend class time working toward individual and common goals.
Drinks are OK but no food.
Leave classroom better than we found it.
Attendance Policy
You may have three absences without a penalty to your final grade. Subsequent absences
will result in a ten point grade deduction to your final course grade for every class missed
thereafter.
In our class, we record attendance by signup sheet in class and on Moodle. It is your
responsibility to sign the signup sheet. The Academic Integrity policy applies to this
recording.
Tardiness will be addressed on an individual basis. I maintain the right to deduct points
from the course grade if it is a problem.
Assignment Policies
All work will be submitted and /or published through Moodle, featured on your online
team publications or individual portfolio website.
Do NOT use email to submit assignments.
Follow assignment sheet directions for assignment submissions.
Late assignments lose 10% of their credit unless special arrangements are made at my
discretion.
Late reading forum posts will not receive credit.
Presentations must be made during the scheduled times in order to receive credit.
The UNCC Academic Integrity policy and Noble Niner Code bind you to ethical and
responsible academic practices. Be honest. Be transparent. Follow conventions of
documentation that aid you in this spirit.
Religious Observance Policy
The UNC system allows students with a minimum of two excused absences each academic year
for religious observances required by the faith of a student. If you have days you will miss this
semester due to religious observances, please let me know those dates early in the semester, in
writing, so that those absences will not count as part of regularly missed days. The form to
submit can be found here.

Academic Honesty
We will talk about intellectual property / fair use throughout the semester. You will learn why
and how to document your sources and hopefully become comfortable doing so. If you
intentionally use someone elses work without giving credit for that work, you will receive an F
for the course. You are required to read and abide by UNC-Charlottes Code of Student
Academic Integrity, available online here.
Disabilities Statement
If you need individual accommodations to meet course objectives because of a documented
disability, please make an appointment with me to discuss your needs as soon as possible so that
we can ensure your full participation in class and fair assessment of your work. For information
and auxiliary assistance, contact The Office of Disability Services.
Withdraw Policy
After the Add/Drop period ends the only way to drop one course, multiple courses, or all courses
is to withdraw. If you withdraw from a course, it will show on your transcript with the grade of
W but will not count towards your GPA. Undergraduate students have a limit of 16 allowable
credits of W. The withdrawal action must be taken by the deadline indicated in the Academic
Calendar. After that deadline, exceptions may be requested, but only in cases where extenuating
circumstances such as serious illness can be demonstrated. Unsatisfactory academic performance
itself is not an extenuating circumstance. Students should be cautious about the impact of
withdrawing from one or more courses on time-to-degree, financial aid eligibility, and cost to the
student.
Diversity Statement
As students and teachers writing in a diverse, global, academic community, the University
Writing Program is committed to providing the tools and resources we all need in order to
discuss, think about, and become agents for diversity and equity opportunities. We believe our
lives, perspectives, and practices are enriched when we actively engage ideas that are different,
whether they pertain to race and ethnicity, gender, political orientation, sexual orientation,
special health needs, age, religion, country of origin, or socio-economic status. Through the
study of writing cultures, literacy and language practices, we prepare ourselves and our students
to better recognize the value of difference and civilly address difficult discussions about diversity
and equity.

Elena Browns UWRT 1102 (T/TH) Spring 2016 Schedule

***All assignments due by start of class on due date unless noted otherwise.

Week 1
Date

Tues.
Jan. 12:

Thurs.
Jan. 14:

Topic

Due

-Welcome/ Introductions; Orientation to Google

Community, Google docs, Wordpress.
-Overview of of course
-Journal Entry: Prompt: Why do we write?
List all the reasons you can think of for which
people write. Describe what makes for a good
piece of writing. (Discuss)
-Assign discussion groups
-Discuss readings in small groups
-Representative from each group will
summarize your groups discussion and
questions
-Powerpoint: Making Inquiries/ Habits of Mind
-TED Talk- Margaret Heffernan: Dare to
Disagree

Elena Brown 5/6/2016 8:13 AM

Read chapter one of From

Inquiry to Academic Writing: A
Text and Reader (3rd Edition)
and post Talking Point 1 to
Google+ community before
class. Bring a digital copy of
talking point to class with three
discussion questions about the
reading.

Comment [1]: SLOs- Critical Reflection,

composing processes

Elena Brown 5/6/2016 8:13 AM

Comment [2]: SLOscritical reading
composing processes

Week 2
Date
Tues.
Jan. 19

Topic
-In small groups, take turns reading your talking
points for chapter 2 of From Inquiry to
Academic Writing and extract the most
compelling portions of each to share in large
group discussion. A representative from each
group (different than last class) will share
combined talking point.
-Journal entry- Think of three statements that

Due
Read chapter two of From
Inquiry to Academic Writing: A
Text and Reader (3rd Edition)
and post Talking Point 2 to
Google+ before class. (Bring a
digital copy to class).

Elena Brown 5/6/2016 8:13 AM

Comment [3]: SLOs- Critical reading,
critical reflection, Composing processes

you have heard throughout your life and write

them down. For each one, describe the contexts
in which you have heard the statements/claims,
who made them, and reasons you agree or
disagree with each one. Discuss.

Thurs.
Jan. 21

-In discussion groups, read two editorials and

then identify claims, support for claims,
concessions, and and counterarguments.
-Fill out charts
-Analyze how the authors make their
arguments/claims, whether or not their reasoning
is reliable, and compare the two arguments in the
two articles.

Read chapter three of From

Inquiry to Academic Writing: A
Text and Reader & John
Beans, Critical Reading and
post Talking Point 3 to
Google+ before class. (Bring a
digital copy to class).

Elena Brown 2/12/2016 3:34 AM

Comment [4]: SLO- Critical reading,
rhetorical knowledge
Elena Brown 5/6/2016 8:13 AM
Comment [5]: SLOs- Critical reading,
critical reflection, Composing processes

Week 3
Date
Tues.
Jan. 26

Thurs.
Jan. 28

Topic

Due

-Introduce inquiry project

-Address questions about the project
-Assign inquiry project groups
-Journal entry- What is inquiry?
-Discuss responses with inquiry project group
members.

-Read inquiry project guidelines

in Moodle and write down two
(or more) questions you have
about it.

-Meet with inquiry project group members

-Brainstorm issues affecting our community that
could be inquiry topics.
-Journal entry- which topic discussed today
strikes you as an interesting and important
research topic? Why? Where do you see a need
for change? How might you find primary sources
as you research this topic?
-Powerpoint- The rhetorical situation

Read chapter four of From

Inquiry to Academic Writing: A
Text and Reader & John
Beans, Critical Reading and
post Talking Point 4 to
Google+ before class.

Elena Brown 5/6/2016 8:15 AM

Comment [6]: SLOsrhetorical knowledge
critical reading
Elena Brown 2/12/2016 3:34 AM
Comment [7]: SLO- Critical reading,
rhetorical knowledge

Week 4
Date
Tues.
Feb. 2

Thurs.
Feb. 4

Topic

Due

-Guest speaker: Judy Walker- Meet in

UNCC Atkins Library
-Research support
-Finding and evaluating sources
-Scholarly sources and databases
-How to search using keywords/phrases

Read chapter six of From Inquiry to

Academic Writing: A Text and Reader &
and post Talking Point 5 to Google+
before class.

-Review peer workshop guidelines

-Pair up with a colleague and conduct
peer workshop on rhetorical analyses

-Rhetorical Analysis on Sherry Turkles

The Flight from Conversation on pgs.
49-52 of From Inquiry to Academic
Writing: A Text and Reader- turn in via
Moodle AND bring digital copy to class
(laptop) for peer workshop.
-Read peer workshop guidelines and
print out (bring to class)

Elena Brown 5/6/2016 8:16 AM

Comment [8]: SLOsrhetorical knowledge
critical reading
Evaluating sources

Elena Brown 5/6/2016 8:28 AM

Comment [9]: Peer workshop/ Process
writing

Elena Brown 5/6/2016 7:43 AM

Comment [10]: SLOs- Rhetorical
knowledge, critical reading

Week 5
Date
Tues.
Feb. 9

Thurs.
Feb. 11

Topic

Due

-Continue peer workshops on rhetorical -Read chapter ten of From Inquiry to

analyses/ teacher-student conferences
Academic Writing: A Text and Reader
(no Talking point due)
-Work on revision of rhetorical analysis
-Wrap up peer workshops/ teacherstudent conferences
-Importance of audience

-Revision of rhetorical analysis (upload

to Moodle by midnight)
-Self evaluation and reflection on
rhetorical analysis and peer workshop
(upload to Moodle)

Week 6
Date
Tues.
Feb. 16

Topic
Journal entry- Define the word
research. What connotations do you
associate with this word? What types of

Due
Read first half of chapter eleven (pages
314-325) of From Inquiry to Academic
Writing: A Text and Reader & and post

Elena Brown 3/31/2016 11:20 PM

Comment [11]: This chapter, "Revising
to Editing" will help students with their
revisions.

Thurs.
Feb. 18

activities do you associate with

research? Why conduct original
research? What comes to mind when
you think of a researcher?
-Discuss responses and create a class
definition of research.

Talking Point 6 to Google+ before class.

-Activity Interview exercise

Read second half of chapter eleven

(pages 326-341) of From Inquiry to
Academic Writing: A Text and Reader &
and post Talking Point 7 to Google+
before class.

Journal entry- In what research

contexts might interviews be useful?
What are some good opening questions
to ask? What types of questions tend to
work best in an interview?

Elena Brown 5/6/2016 8:51 AM

Comment [13]: SLOsknowledge of conventions
critical reflection

Week 7
Date
Tues.
Feb. 23

Thurs.
Feb. 25

Elena Brown 5/6/2016 8:17 AM

Comment [12]: SLOscritical reading
composing processes
knowledge of conventions

Topic

Due

Journal entry- Are multi-media texts

new? How have advances in
technology affected the way we interact
with information? (compare your
parents experience writing a research
paper and your own experience in
writing research papers). What does
sensory overload mean? Can you ever
have too much information? What are
some techniques we can use to make
sense of the information around us
(apply to research writing).

Read:
-Ciccoricco & OSteen Digital Tech &
Pedagogy

-Meet with inquiry groups and develop

topics
-Journal entry- FREEWRITE about the
research topics discussed with your
group. What are some of the challenges
you have encountered while narrowing
your topics?

Read: Handbook of action research

Participative Inquiry and Practicehttp://faculty.mu.edu.sa/public/uploads/1
346012794.621handbook_of_action_rese
arch.pdf

-Rankins-Robertson et al Multimodal
Instruction

Elena Brown 5/6/2016 8:24 AM

Comment [14]: SLOscomposing processes
knowledge of conventions
critical reflection

Elena Brown 5/6/2016 8:26 AM

Comment [15]: SLOscritical reading
composing processes
knowledge of conventions

Week 8
Date
Tues.
March
1

Thurs.
March
3

Topic

Due

-Midterm reflection/survey
-MLA Works Cited Page & In-text
Citations
-Why use quotations/ citations?

-Upload midterm reflection and portfolio

to Moodle

-Work on inquiry project proposals with

groups
-Journal entry- Who is the audience
for your research topic? Where could
you publish/ share your research?

-Proposals due in Moodle by midnight

-Read Introduction: Rethinking the
Research Paper from The Curious
Researcher (1-25).

Elena Brown 5/6/2016 8:28 AM

Comment [17]: SLOscritical reflection
Elena Brown 5/6/2016 8:27 AM
Comment [16]: SLOscomposing processes
knowledge of conventions

Week 9
Date

Topic

Due

Tues.
Mar. 8

Spring Break

N/A

Thurs.
Mar. 10

Spring Break

N/A

Week 10
Date
Tues.
Mar. 15

Topic
-Hand back and discuss proposals
-TED Talk- Intellection/Artistic
Property
Journal entry: What is plagiarism and
why is it wrong? What constitutes
intellectual property? In your opinion,
what are some of the gray areas of
plagiarism? What strategies will you
use to avoid plagiarism in this and other
contexts?

Due
-Read the plagiarism exercise posted in
Moodle
-Read the UNCC Code of Academic
Integrity
http://legal.uncc.edu/policies/up-407

Elena Brown 5/6/2016 8:30 AM

Comment [18]: SLOsrhetorical knowledge
critical reading
knowledge of conventions
critical reflection

Thurs.
Mar. 17

-Annotated bibliographies
Powerpoint- Introductions & Thesis
statements

Read chapter five of From Inquiry to

Academic Writing: A Text and Reader &
and post Talking Point 8 to Google+
before class.
Annotated bibliographies due Sun,
Mar 21st by midnight

Week 11
Date
Tues.
Mar 22

Topic
-Journal entry- Compare summary and
analysis/synthesis. How are they
different? How does this apply to the
research essay? Research writing does
not need to be sterile and boring. Using
colorful language and astute
observation can help research writing
come alive. Use language that you
yourself would want to read.

Due

Elena Brown 5/6/2016 8:32 AM

Comment [19]: SLOscritical reading
composing processes
knowledge of conventions
critical reflection

Elena Brown 5/6/2016 8:30 AM

Comment [20]: SLOscomposing processes
knowledge of conventions

Read pgs. 151-188 from chapter seven

of From Inquiry to Academic Writing: A
Text and Reader & and post Talking
Point 9 to Google+ before class.

Elena Brown 5/6/2016 8:31 AM

Comment [21]: SLOsrhetorical knowledge
composing processes
knowledge of conventions
critical reflection

-Discuss the importance of not letting

ones sources overwhelm your writing.
Your essay is not a patchwork quilt of
others words. Instead, they are
thoughtful approaches to specific
problems that are backed up by
thorough research.
-Work on inquiry papers

Thurs.
Mar 24

-Work on inquiry papers

-Inquiry Group Presentation Guidelines
(Discuss guidelines)
-Meet in groups for planning

Inquiry paper drafts due Sun, Mar

27th by midnight in Moodle

Elena Brown 5/6/2016 8:33 AM

Comment [22]: SLOscomposing processes
knowledge of conventions
critical reflection

Week 12
Date
Tues.

Topic
-Peer workshops on inquiry papers
-Teacher-student conferences

Due
-Work on group inquiry presentation &
paper revisions

Elena Brown 5/6/2016 8:33 AM

Comment [23]: Peer workshop/ Process
writing

Mar. 29

(bring laptops)

Thurs.
Mar. 31

-Peer workshops on inquiry papers

-Teacher-student conferences
(Bring laptops)

-Work on group inquiry presentations &

paper revisions
Elena Brown 5/6/2016 8:34 AM
Comment [24]: Peer workshops/
Process writing

Week 13
Date
Tues.
Apr. 5

Thurs.
Apr. 7

Topic

Due

-Wrap up peer workshops on inquiry

papers
-Wrap up teacher-student conferences
-Meet in groups and work on
presentations
(bring laptops)

Work on inquiry presentations & paper

-Portfolio Check
-Work on portfolios (bring laptops)

-Revised inquiry papers due by

midnight in Moodle
-Self-evaluation and professor
feedback for inquiry project

Elena Brown 5/6/2016 8:35 AM

Comment [25]: SLOscomposing processes
knowledge of conventions

Week 14
Date
Tues.
Apr. 12
Thurs.
Apr. 14

Topic

Due

-Powerpoint- Op-Eds
-Freewrite about possible op-ed topics
-Op-Ed writing assignment (peer
workshop next week Tues.)

-Peruse: http://www.theopedproject.org
-Work on presentations

-Work on op-ed writing assignment

-Read various Op-Eds from different
publications

Work on Inquiry Project/ Presentations

Elena Brown 5/6/2016 8:38 AM

Comment [26]: SLOsrhetorical knowledge
critical reading
composing processes
knowledge of conventions

Week 15
Date

Topic

Due

Tues.
Apr. 19

-Peer workshop- Op-Eds

Op-Ed Writing assignment (bring

laptops to class for peer workshop)

Thurs.
Apr. 21

-Group Inquiry Presentations

Group presentations
Upload revised Op-Ed to Moodle by
midnight.

Elena Brown 5/6/2016 8:39 AM

Comment [27]: Peer workshop/ Process
writing

Week 16
Date

Topic

Due

Tues.
Apr. 26

-Group Presentations
-Portfolio checklist

Work on final portfolio

Thurs.
Apr. 28

-Wrap up group presentations

-Self evaluations
-Reflection
-Peer assessment

Work on final portfolio

Elena Brown 5/6/2016 8:40 AM

Comment [28]: SLOscritical reflection

Week 17
Date

Topic

Due

Tues.
May 3

-Course wrap up
-Philosophical Chairs game

Self-evaluation, reflection, and peer

assessment on group presentations due

Thurs.
May 5

-Course evaluations

-Final Portfolio Due by midnight in

Moodle

Elena Brown 5/6/2016 8:40 AM

Comment [29]: SLOsrhetorical knowledge
critical reading