Writing One Fall 2017

Instructor: Dr. Ruth Berson Office hours: by appointment

L59 100 Sections 03 e-mail: bersonri@yahoo.com
M-W-F 8:00 to 9:00 a.m. Can often be found in: The Writing Center
Course Text: Emerging

Monday Aug 28: Intro, Gillian questionnaire. Talk about class Sept. 6 (Kemper)
 HW: Freewrite a literacy memoir, exploring some aspect of your experience in reading and writing. Take syllabus
quiz

Aug 30: pick one moment from your narrative, do sensory exercise. Write just that moment.
 HW: Tighten up literacy narrative. pick one word from your narrative and explore its history (my favorite resource
for this: https://ahdictionary.com/). Freewrite about etymology discoveries.

Sept. 1: Hand in literacy narrative. think/pair/share etymology, write again. Show map to Kemper.
 HW: Tighten up etymology paper. Find picture (ad or piece of art) that in some way connects to the word/concept
you chose. Freewrite about this picture.

Monday Sept 4: Labor Day

Sept 6: 11:00 at Kemper. (Cancel 8:00?) Hand in etymology paper.

 HW: write an analysis of the picture you chose

Sept 8: Talk about literacy, concepts, analysis, writing etc. Send visual analysis to workshop-mates by midnight Saturday.
 HW: write account of your experience with Kemper and analysis papers

Monday Sept 11: analysis workshop

Sept. 13: analysis workshop

Sept 15: analysis workshop

Monday Sept. 18: . Rhetorical analysis, like the other kinds, requires notice notice, noticing. Look at Faulkner, Hemingway,
and "The Red Wheelbarrow." Hand out and review list of rhetorical strategies. Students pick slip of paper with rhetorical
strategy that they will look up. Go back to grading standard question on diagnostic quiz.
Analysis portfolios due this week: the three essays and the account of your experience.
 HW: Look over the paragraphs on offer, pick a few that interest you, skim the essays, choose one, and write a half-
baked junk draft about the essay.

Sept. 20: RA junk draft due. Give students worksheet of sentences to imitate. Look at paragraph from "Why I Write."
 HW: copy out paragraph from the essay you chose, by hand, and imitate it (typed). Watch Valerie Kaur video.

Sept. 22: Students identify rhetorical strategies in Valerie Kaur video.

 HW: "Letter from a Birmingham Jail"

Monday Sept. 25: Find rhetorical strategies in "B'ham Jail"

 HW: Momaday, "The Way to Rainy Mountain" (Blackboard)

Sept. 27: Possibilities for structuring RA essay. Theme theme theme.

 HW: write RA fraft

Sept. 29: Workday. RA draft due.

 HW: read Gawande, "The Checklist" and Davidson and Lytle, "The Strange Death of Silas Deane" (both on
Blackboard).
Monday Oct 2: RA workshop

Oct 4: RA workshop

Oct. 6: RA workshop

Monday, Oct 9: Intro to rest of semester. Bring laptop to class. Pick question from hat. Kris explains how to find out some
background on it. Volunteers report on what they found. Topic begins to split into sub-topics. Freewrite on one of the
Invention questions.
 HW: Continue finding background on your practice topic. Keep a list of sub-topics and figure out a way to
represent visually how they relate to each other (i.e. cluster diagram) . RA essays due this week

Oct 11: Research. Bring laptop to class. Kris shows us how to zoom in on a sub-category.
 HW: Time to pick you prospective research topic. You can change later if you become dissatisfied with the one you
pick now. If you like your practice topic, fine. Otherwise, pick another topic and go through the process of finding
background info and dividing it into sub-categories. In either case, pick one of the sub-categories. Read the
abstracts (not the whole article) of 5 articles in this sub-category. For each abstract, write down 1) the scope or
question the article addresses, 2) the kind of evidence it uses and 3)any conclusions it draws from the evidence.

Oct 13: Improv exercise - either 3 things about your subtopic, or listen to person's sub-topic and say "yes, and..." Pairs ask
each other questions. Draft prospectus in class
 HW: write Research Prospectus: One paragraph naming the topic and telling 1)why it is important to you and 2)
why someone who is not as interested in the topic as you are should care, one paragraph telling what kind of
research (in a general way) has already been done in this area, and one paragraph describing one or more ways you
might contribute to the research.

Monday Oct 16: Fall Break

Oct 18: intro to argument. Bring in short argumentative piece (letter to the editor?). Apply analytical skills (Oh, now you're
talking about logic, now you're talking about word choice...). Hand out parts of an argument. Then go for visceral response.
Research Prospectus due.
 HW: Read Gatto, "Against School." Freewrite visceral response.

Oct. 20: Share visceral responses. Apply analytical skills/parts of an argument to Gatto. Talk about having got that off your
chest. Apply analytical skills to article in class (oh, now you are talking about logic, voice, arrangement, ethos, pathos...)
 HW: draft junk argument: one paragraph of your initial visceral response, one paragraph identifying strands,
binaries and anomalies, one paragraph on three ways you might respond.

Monday, Oct. 23: Toulmin method (the Bears). Generate some claims and warrants in Gatto. What is a fair summary?
 HW: Begin argument fraft: fair summary, analysis, and response.

Oct 25: Theme theme theme

 HW: Finish argument fraft: go back and forth between analysis and response so that in the end your response is
based on the accuracy of your analysis. Then re-write fair summary so the points you raise in it match your
analysis and response. Print out article you might use in your research paper.

Oct. 27: Workday. Argument fraft due. Hand in printed-out article.

Monday, Oct 30: argument workshop

Nov 1: argument workshop

Nov 3: argument workshop

Monday, Nov 6: Back to research. Getting articles that cohere. Bring in handfuls of titles and abstracts and have pairs or
teams pick three that cohere and explain why (by method? by scope? ) Arg essays due this week.
 HW: Find three articles that cohere and write paragraph explaining the coherence.

Nov 8. Hand back students' printed-out articles. How to read a scholarly article. How to cite it in your bibliography. How
to find further resources in it. How to annotate. Students annotate the article they brought in, share their methods and
experiences.
 HW: Annotate three more articles. Create a bibliography page with all four cited correctly according to MLA style.

Nov. 10: Annotations and bibliography due. Students talk about the articles and the original work they would like to do.
 HW: sketch out plan for original research. Interview, survey, observe...? If interview, research susbjects, draw up
list of open-ended questions. If survey, draw up survey instrument and figure out medium. If observation - what?
where? for how long? how many times? This is pre-draft 2.

Monday, Nov 13: What is the point of a lit review (window frame, picket fence, basket). Practice writing lit review.
 HW: Draft Lit Review

Nov 15: Draft of Lit Review due. Based on review of lit, what element of this topic do you intend to focus on? Discuss this,
making cluster diagram for sample topic.
HW: Write JUNK DRAFT intro - get reader's attention, intro the topic, discuss what others have said about it (lit review)
and explain where you plan to put your oar in.

Nov 17: Junk draft intro due. How not to plagiarize.

HW: Revise Arg

Monday, Nov 20: Arg revision due

Nov 22: Thanksgiving

Nov 24 : Thanksgiving

Monday, Nov 27:

Nov. 29:

Dec 1: Workday. Research paper due

Monday, Dec 4: workshop

Dec 6: workshop

Dec 8: workshop

Dec 15: Research Paper Revision due

Note: Readings, assignments and scheduling subject to change.

 Grading and Course Policies
Grading:
Anlysis Portfolio: 15%
Rhetorical Analysis: 20%
Argument: 20%
Research Portfolio: 10%
Research Paper: 25%
Participation: 10%

Writing 1 Grading Standards:

The following standards and criteria are widely shared by college and university writing
programs, including ours:

A: A compelling piece of writing, distinguished in both thinking and presentation, and excellent
in every way. Original, insightful, thought-provoking and rooted in sustained analysis with clear
development and transitions, and firm support of the main idea. Skillful construction and
organization of sentences and paragraphs; full control of all conventions. Diction and other
stylistic choices unusually pointed and effective.

B: A solid, satisfying, above-average essay. A clearly stated central idea, well developed and
supported. Strong overall organization; paragraphs unified, coherent, and adequately developed;
transitions logical and clear; sentences carefully constructed (efficient, forceful, varied).
Idiomatic diction and usage; substantial command of all conventions.

C: An average essay. Central idea apparent but trite or too general. Support may be sketchy,
repetitive, tangential to the main purpose. Organizational plan apparent but not consistently
fulfilled; possible issues of proportion and emphasis. Paragraph structure may be inconsistent;
sentences usually correct but lacking distinction, rhythm, variety. Occasional errors of diction,
usage, grammatical and other conventions.

D: Below-average in most ways: central idea lacking, or confused, or not supported by relevant
evidence and analysis. Problems of organization, development, and awareness of audience.
Frequent errors, whether of logic, diction, usage, grammar, or other conventions.

F: Completely unacceptable as a response to the assignment

Course Policies:

Attendance: Regular attendance in this course is absolutely crucial, for many of the paper assignments are developed from
writing exercises and discussions that take place during class, and all of the writing skills of the course build cumulatively.
If you do miss a class, it is your responsibility to contact me prior to the next class period for any information, homework,
assignments or handouts that I distributed.

Absences: Three unexcused absences will be allowed before your grade will be lowered. Certain types of absences will be
excused, but these include only serious illness, extreme hardships, or religious observances. Athletic events, school-
sponsored trips, and other voluntary activities will not be excused; see below about making up missed work.
.
Missed Work: You are responsible for making up all work you miss. Extensions will not be granted unless we’ve made
special arrangements at least two days in advance.

Tardiness: Classes begin 10 minutes after the starting time noted in the Course Listings. Coming after the 10-minute mark
constitutes tardiness; coming more than 20 minutes late constitutes an absence; three tardies will be counted as one absence.

Conferences: Sign up sheets will be sent around during the week or so before each assignment is due. Please make note of
the time you signed up for in your calendar, and come to the appointment on time. In general appointments will take place
in Olin Library just outside the Writing Center.

Participation: This course depends upon your regular attendance and participation for its success. Come to class having
read the material and completed any written assignments, and be prepared to contribute to each discussion. Good
participation should be understood as consistent and thoughtful contribution to the classroom community, an engagement
with course materials and conversations, and a general responsiveness to (and respect for) fellow students and instructor.

Disabilities: If your work for this class requires special arrangements because of a disability, please contact the WU
Disability Resource Center (DRC) at 935-4062, or via email at drc@dosa.wustl.edu.

The University Writing Requirement: In order to fulfill the university’s first-year writing requirement, you must receive a
final grade of C- or higher in Writing 1.

Paper Policies:
Assignments: s

Essay Formatting: All essays must be typed, proofread, spell-checked, and submitted on the date specified by the course
calendar. They should have one-inch margins, double-spacing, an 11- or 12-point Times or Times New Roman font, MLA-
style parenthetical citations and page numbers. If asked to submit them electronically, you must send them as a word
attachment to an e-mail.

Late Essays: Turning in papers on time is essential, for many of the assignments build one upon another, and catching up
can be difficult if you fall seriously behind. Late papers will be penalized at my discretion.

Peer Review : Workshops (peer review) are essential to this course. The class will be divided into three groups of four
people. You will read the papers of the other three people in your group, provide written feedback, and participate in a
discussion of their work during scheduled workshops. During Workshop Weeks, each workshop group will meet once,
during our regularly scheduled class time. That is, 4 people will come to class Monday, 4 on Wednesday, and 4 on Friday.
Please be respectful and constructive during these sessions, and treat all peer review material as the confidential
property of its author.

Revision - You will revise all three formal essays, the Rhetorical Analysis, the Argument and the
Research Paper. The final grade for each paper will be calculated as 40% of the original grade and
60% of the revision grade.

Academic Integrity: This course encourages you to develop your own voice as a writer, and to
produce persuasive and well-supported arguments that are based on your own insights about and
careful readings of primary and secondary sources. In this class, especially, that means that all
work presented as original must, in fact, be not only original,but original FOR THIS COURSE.
Quotations must, of course, be acknowledged, but so must summaries, paraphrases, and the ideas
of others, using a conventional academic style for citation and documentation.

For a detailed explanation of the University’s AI policy and procedures, see

http://www.wustl.edu/policies/undergraduate-academic-integrity.html.)

If you have any doubts or questions about documentation requirements, please ask me for
guidance. Since this course is offered through the College of Arts and Sciences, any violations of
academic integrity policy will be referred to the College’s Academic Integrity Officer, Dean Sean
McWilliams.

Things that will really get you into trouble: faulty logic, misuse of sources, faulty documentation,
cheating or dishonesty of any kind, lack of openness to idea of revision.

Resources on Campus:
The Writing Center: The Writing Center offers free writing advice to all Washington
University students. The tutors will work with students on any kind of writing or speaking project,
including essays, writing assignments, personal statements, and oral presentations. They can help
at any stage of the writing process, including brainstorming, developing and clarifying an
argument, organizing evidence, or improving style. Instead of editing or proofreading papers, the
tutors will emphasize the process of revision and teach students to edit their own work. The Center
is open Sunday through Thursday from 11:00 am to 9:00 pm and Friday from 11:00 am to 5:00 pm.
Students are seen primarily by appointment, but walk-ins will be accepted as the schedule allows.
To make an appointment, students can call 935-4981 or stop by the Writing Center on the first
floor of Olin Library.

English Language Programs: An unlimited number of hours of free help with writing
assignments are available for undergraduates whose first language is not English. English
Language Programs staff, in the Stix International House, will provide feedback on papers, and
help students improve writing skills by discussing the papers with a focus on problemareas. To find
out more about tutoring through English Language Programs, see their website:
http://artsci.wustl.edu/~esl/tutorials.shtml