ENGD 090-000: Writing Workshop Syllabus --- Semester 20-- Instructor: Office: Office Hours: Office Phone: E-mail: “Writers live twice. They go along with their regular life, are as fast as anyone in the grocery store, crossing the street, getting dressed for work in the morning. But there’s another part of them that they have been training. The one that lives everything a second time. That sits down and sees their life again and goes over it. Looks at the texture and details.” --Natalie Goldberg The goals of ENGD 090 Writing Workshop are to enhance your appreciation for the value of writing, improve the quality and fluency of your writing, prepare you for college- level writing, and provide you with progressive and challenging learning experiences. Specifically this means helping you: See yourself as a writer through participation in a community of writers Learn how to generate topics for writing Practice critical and creative thinking in the writing process Express your ideas and share your experiences in a variety of written forms Recognize and understand the importance of audience – of readers and their expectations Student Learning Outcomes—ENGD 090 Upon successful completion of the course, students should be able to: 1. Show familiarity with a variety of strategies for each stage of the writing process 2. Use detail and specificity to achieve a rhetorical purpose 3. Develop and organize their ideas 4. Implement strategies for engaging readers and anticipating audience needs 5. Follow accepted conventions of usage, spelling capitalization and idioms 6. Demonstrate understanding of the value of writing Student learning will be assessed through the major paper assignments and journal, described below under Writing Workshop Grading. Class Materials • A notebook with a separate folder or section for each piece of writing Revised 8/2009 ENGD 090-000 Syllabus 2 • A writer’s journal • A Writer’s Reference (6th Ed.) by Diana Hacker • A college dictionary • Book or article for the ―Responding to a Text‖ essay General Expectations All persons are responsible for creating a climate of mutual respect and an environment conducive to learning. Students should arrive on time, turn off cell phones, refrain from talking while another person is talking, and avoid eating in class. In addition . . . A. Students may expect that the instructor will: 1. Provide a syllabus that includes instructor contact information and office hours, a description of the course, major course objectives, required materials, course policies regarding attendance and late assignments, and a clear explanation of how the course grade is computed. 2. Create assignments that are challenging, directly related to course objectives, and progressively designed to guide the student toward achieving course goals. 3. Give clear instructions for major assignments, including requirements, grading criteria, and due dates. 4. Establish opportunities for students to receive feedback on their work-in- progress, along with opportunities to revise drafts before receiving a grade. 5. Respond to assignments with suggestions for improvement. 6. Return most graded assignments approximately one week after they are submitted. 7. Attend class regularly and punctually. 8. Respect the students and maintain confidentiality of each student’s performance. 9. Apply course requirements and policies fairly to all students in the class. 10. Give midterm grades. B. Instructors may expect that students will: 1. Read the syllabus carefully and completely, remain in the class only if in agreement with the syllabus, and act in accordance with syllabus policies. 2. Do all assigned work with real effort and thought, and collaborate productively with other students in class discussion and other group activities. 3. Work appropriately during class, not doing homework or reading materials for another course. 4. Carefully read instructors’ comments on graded assignments and, if any question or disagreement about the grade arises, wait at least one day to reflect on the assignment before speaking with the instructor. 5. Submit assignments on time. 6. Attend class regularly and punctually, and assume responsibility for any material missed due to absence. 7. Contribute to a classroom environment that is positive, respectful, and productive. 8. Understand that the instructor cannot make special exceptions regarding course requirements or policies. 9. Check their midterm grades. ENGD 090-000 Syllabus 3 Writing Workshop Grading In-Class Instructional Activities – 150 Points Daily attendance and participation are expected. Most classes will include in-class activities or assignments where your participation will earn you points. If you are not in class, you do not earn the points and cannot make them up. Writer’s Journal – 150 Points Students are required to maintain a journal, writing in it 3-5 times a week. Journal points will accumulate weekly, up to 10 points per week. The instructor will check the journal on a weekly or biweekly basis to ensure that students are keeping up. You can point out 1-2 entries each time for the instructor to read and respond to. See ENGD 090 Writings And Paper Schedule for journal topic ideas. Six Papers – 600 Points Students in ENGD 090 Writing Workshop are encouraged to write papers with authentic purposes and audiences. Student choice of topic is encouraged, though the genre is usually assigned. I hope you claim ownership over your writing and care about your writing projects, so you can experience why writers write. If you wish to collaborate with a classmate and co-author a paper, you should first propose your plan to the instructor. The persuasive letter/essay and the survey report work well as collaborative papers. Papers should be longer than 400 words, though length should always be appropriate for your audience and purpose. Each paper is worth up to 100 points. See the ENGD 090 Writings And Paper Schedule for due dates and the specific assignment for each paper. Grading Summary In-Class Instructional Activities/Assignments 150 points Writer’s Journal 150 points 6 Papers 600 points ======== TOTAL 900 points A student must complete all 6 major papers to receive a passing grade. 93-100% A 90-92.9 % A- 87-89.9% B+ 83-86.9% B 80-82.9% B- 77-79.9 % C+ 73-76.9% C 70-72.9% C- ENGD 090-000 Syllabus 4 Below 70% F There is no “D” grade in ENGD 090 Writing Workshop. Other Issues Attendance Attendance is mandatory. Each absence (whatever reason) affects a student's final grade. Excessive absences may result in a failing grade. Accommodations for Students with a Disability Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Services Office in the University Center, Suite 320, or call 859-572- 6373 for more information. Verification of your disability is required in the Disability Services Office for you to receive academic accommodations. Visit the website at <http://www.nku.edu/~disability/>. Academic Honesty The work you do in this course is subject to the Student Honor Code. The Student Honor Code is a commitment to the highest degree of ethical integrity in academic conduct, a commitment that, individually and collectively, the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. Academic dishonesty on any major assignment could result in a failing grade for the entire course. Academic dishonesty on any other assignment could result in a substantial reduction of the course grade, or if the situation is substantial or repeated, a failing grade for the course. Academic dishonesty includes: 1. taking, paraphrasing, or re-writing someone else’s work, and submitting it for credit under your own name; 2. submitting the same work for more than one course without both professors’ approval; 3. quoting, paraphrasing, or borrowing ideas from a source without fully citing that source. 4. allowing someone else to write any part of an assignment for you. NOTE: You may have someone else read or comment on a draft. However, to ensure honesty, you should avoid letting them write on your draft, tell you what to write or edit for you. For more information about the Student Honor Code, vist the Dean of Students website: <www.nku.edu/~deanstudents/> Midterm Grades Midterm grades will be issued to students who have completed fewer than 30 semester hours. Midterm grades are not a part of a student’s permanent records; they will be ENGD 090-000 Syllabus 5 replaced by final course grades. However, midterm grades do reflect the student’s level of performance in the class and can be used to decide if current level of effort in the class is adequate. Students will be able to access midterm grades through MyNKU. Course Evaluation Our class is participating in the online final course evaluation project. Each student is expected to do the evaluation. I will make this easy by arranging for us to go to a computer lab at the end of the semester. ENGD 080 WRITING LAB ENGD 090 students are required to attend ENGD 080 Writing Lab sessions one hour per week. Students will schedule these sessions during the first week of the semester. Ask you ENGD 090 instructor how to schedule your Writing Lab sessions. ENGD 080 is graded Pass/Fail. This syllabus is subject to change at the discretion of the instructor if a class need arises. ENGD 090 Writing Workshop Learning Outcomes for Each Major Paper The paper assignments in ENGD 090 give students practice with a variety of purposes and rhetorical strategies. With at least five of the six assignments, students take their pieces through a writing process of inventing, drafting, revising and editing with peer conferences and instructor input through the process. Personal Experience Narrative/Autobiography/Authority List Essay Students will learn how to: Generate a list of possible topics Select a topic of genuine interest to the writer and of potential interest to readers Use dialogue for rhetorical effect Follow dialogue conventions of punctuation, capitalization and paragraphing Generate a variety of leads and select the most appropriate for his/her rhetorical purpose Generate creative/appropriate titles Use narrative to make a point Employ sensory details and specificity to achieve his/her rhetorical purpose ENGD 090-000 Syllabus 6 Distinguish between anecdote and extended narrative Take the piece through the writing process of drafting, revising, editing, peer conferencing Profile/Memorable Person Sudents will learn how to: Prepare for an interview by generating questions Observe the setting of the interview Organize information from the interview/observation around a focus Demonstrate awareness of audience needs for background, coherence, etc. Recognize the need for background research, e.g. place, event, historical timeline for older adult profile Conduct research to fill in context for first-person observations Write with voice Generate a variety of leads and select the most appropriate for his/her rhetorical purpose (Review & practice) Generate creative/appropriate titles (Review & practice) Use quotes or dialogue for rhetorical effect (Review & practice) Take the piece through the writing process of drafting, revising, editing, peer conferencing (Review & practice) Persuasive Essay/Letter Students will learn how to: Develop and support a clear thesis Manage thesis and support so they fit each other Use personal experience/observation as support for an argument Distinguish between argument and opinion Conduct minimal research as necessary (fact-checking) Follow business letter conventions (if this form is assigned) Select a timely, small topic which is relevant to the writer and potentially to readers (Review & practice) Demonstrate awareness of audience needs (Review & practice) Write with voice (Review & practice) Generate a variety of leads and select the most appropriate for his/her rhetorical purpose (Review & practice) Generate creative/appropriate titles (Review & practice) Take the piece through the writing process of drafting, revising, editing, peer conferencing (Review & practice) Survey & Report Students will learn how to: Generate questions on several aspects of the topic Frame the issue in neutral language on the survey Write questions and answer choices that are clear and unambiguous Consider the visual effect of the survey Analyze the data from the survey Demonstrate analytical thinking in selection of what to report Demonstrate critical thinking in pointing out patterns in the data Demonstrate competence with percentages and fractions ENGD 090-000 Syllabus 7 Balance detail and generalization in the report Follow conventions of research report form Collaborate on a writing project with peers (optional) Select a relevant, timely topic (Review & practice) Demonstrate awareness of audience needs (Review & practice) Take the piece through the writing process of drafting, revising, editing, peer conferencing (Review & practice) Essay Responding to a Text Students will learn how to: Use conventions of academic writing (referring to author by full or last name; citing title, author, page; using quotes from a text, paraphrasing and summarizing; students need not be familiar with MLA/APA documentation at this level) Identify thesis in another’s writer’s essay Read literally and inferentially Interpret and analyze a text Improve reading comprehension Organize ideas and providing transitions for readers Develop and support a thesis (Review & practice) Take the piece through the writing process of drafting, revising, editing, peer conferencing (Review & practice) Reflective Essay/Letter Students will learn how to: Describe his/her writing process Self-evaluate strengths, weaknesses and growth as a writer Set goals for future development as a writer Write competently with a more independent process, e.g. written in class or peer review only Demonstrate awareness of audience, e.g. ENG 101 instructor (Review & practice) Decide on an appropriate organization for information (Review & practice) Decide on a theme or thesis as an organization principle for the essay/letter (Review & practice) Write with voice (Review & practice) Learning Outcomes Common Across Assignments: Take the piece through the writing process of drafting, revising, editing, peer conferencing Generate a list of possible topics Select topic of genuine interest to writer and potential interest to audience Generate a variety of leads and select the most appropriate for the rhetorical purpose Generate creative/appropriate titles Employ details and specificity to achieve rhetorical purpose ENGD 090-000 Syllabus 8 Use quotes or dialogue effectively Demonstrate awareness of audience needs Develop and support a thesis Decide on a theme or thesis as an organizing principle Write with voice ENGD 090 Writings And Paper Schedule The Writer’s Journal A journal has a focused topic for each entry. Some entries may be descriptive, some may be reflective, some may be thoughtful, some may be analytical, some may be angry, some may be playful. Journal writing is about exploring: exploring your ideas, impressions, and reactions. You can try writing in different voices and try out creative, even wild ideas for writing in your journal. Have fun with it! Below are a few ideas for writing in your journal. Your instructor may require that you consider some specific topics in your journal. Write about . . . 1. Your writing. Search for, play around with, and test out ideas for writing. List and describe goals for improving your writing. Evaluate the progress you are making on achieving your goals. Brainstorm what you could or need to do to improve your writing. Reflect upon whether or not your writing is actually improving (if so, why and how). Practice new writing techniques you are experimenting with. Talk about how an assignment is going—what you are pleased with and what is frustrating. Identify problems you have had with writing. Describe what you like about writing. Describe what pains you about writing. 2. A specific aspect of your life: writing and you, math and you, science and you, books and you, sports and you, you as a musician, you as a dog lover, you as a shoplifter, you as a lazy person, etc. 3. New or unusual people you meet 4. New or unusual experiences you have 5. New or unusual thoughts you have 6. New or unusual things you learn 7. New or unusual places you visit 8. What irritates or angers you 9. Problems with relationships 10. Reactions to current events 11. Responses to what you read in books, magazines or newspapers 12. Responses to your classmates’ writing 13. What you like about school; what pains you about school 14. What you like about work; what pains you about work 15. What you like about your family; what pains you about your family 16. What you like about your community; what pains you about your community 17. What you like about your country; what pains you about your country 18. What you like about life in the world; what pains you about life in the world 19. What you look forward to in an afterlife ENGD 090-000 Syllabus 9 20. Creative writing: write in the voice of a character in a story; write a song or a poem; write a monologue (one person talking to him/herself or an audience) or a dialogue (two people talking to each other) ENGD 090 Papers PAPER 1 [Due date]: Student-Selected Topic (Faculty should choose one of these assignments so all students are doing the same type of paper.) A. Students generate an ―authority list‖ of at least 50 items. The items on the list are subjects that the writer knows more about, from personal experience, than half of the other students in the class. Some samples are: shopping for clothes, being an only child, having divorced parents, being late most the time, working at McDonalds, braiding hair, being a mall rat, spending a night in jail, speaking in tongues, causing trouble in high school. Next, select one subject from the ―authority list‖ to become the topic for a paper. The paper will be mostly narrative but also include reflection or interpretation of the meaning of the experience. OR B. Students write an autobiography or memoir – a personal narrative about a specific aspect of their lives over an extended period of time (one incident is not sufficient for this assignment). Some samples are: writing and me, math and me, science and me, books and me, sports and me, autobiography of a musician, autobiography of a dog lover, autobiography of a shoplifter, autobiography of a lazy person. PAPER 2 [Due date]: Profile (Faculty should choose one of these assignments so all students are doing the same type of paper.) A. Profile of a Person or Public Place. The important activities necessary to complete this project are the following: interviewing and observing. If the profile is of a person, interviewing is the most important activity, but you should also observe the person or the person’s environment. If the profile is of a place, the place must be observed, but you should also talk to people at the place for their perspective. This paper cannot be written from memory. Interviewing and observing are part of the writing process for this assignment; take interview/observation notes, which will be turned in with your first draft. Relatives, boyfriends, girlfriends, or current teachers are not acceptable subjects for this paper. Suggested Person or Place Profile Topics: 1. NKU Writing Center 2. NKU Math Center 3. NKU Academic Advising and Resource Center 4. NKU Honors House 5. NKU Baptist Student Union 6. NKU Student Support Services 7. NKU Department of Public Safety ENGD 090-000 Syllabus 10 8. NKU Career Development Center 9. NKU Early Childhood Center 10. WNKU, the public radio station 11. The pedestrian bridge between Newport and Cincinnati (Purple People Bridge) 12. A local political figure 13. A neighbor who has an unusual job 14. A student leader (officer of a campus organization, Presidential Ambassador, etc.) 15. The National Underground Railroad Freedom Center (NURFC) 16. A nightclub or special bar 17. An unusual shop 18. A Moslem prayer service 19. A restaurant kitchen 20. Cincinnati Children’s Museum OR B. Profile of an Older Adult. Do you have a grandparent who lived through World War II or another war? The Great Depression? The Civil Rights Movement? You will interview an older adult, either a relative or nonrelative, about his/her childhood and youth, focusing on what life was like during this earlier era. OR C. Memorable Person/Tribute. Profile a person who has been an important influence in your life. Use anecdotes to show your relationship with that person, but focus on what makes that person unique. (The essay should be about that person, not about you.) PAPER 3 [Due date]: Persuasive Essay/Letter. All papers should be addressed to a specific audience. Choose a topic you have some personal experience with; large, abstract topics such as abortion, capital punishment and gun control are not appropriate for this assignment. Many of the topics below would work well for letters to the editor of a local newspaper. Suggested Persuasive Topics: 1. Letter to a high school teacher, counselor, principal, or student that recommends or does not recommend NKU 2. Letter to a high school teacher, counselor, principal, or student that praises or criticizes your former high school in terms of preparing students for college 3. Letter to the editor of a local newspaper or to company officials that praises or criticizes local public transportation 4. A recommendation for or against a particular restaurant, movie, book, entertainment area 5. A recommendation for or against attending religious services in general or a particular religious service (Christian, Moslem, Jewish; Catholic, Quaker, etc.) 6. A recommendation for or against your community as a place to live 7. A recommendation for or against students using credit cards 8. A recommendation for or against owning a pet 9. A recommendation for or against limiting family size 10. A recommendation for or against making 21 the legal age for marriage ENGD 090-000 Syllabus 11 11. A recommendation for or against required courses in general OR a particular required course 12. A recommendation for or against school dress codes 13. A recommendation for or against including in GPA courses under the 100-level 14. A recommendation for or against living on campus 15. A recommendation for or against a particular teaching/learning mode such as lecture or small group projects 16. A recommendation for or against service learning as an academic requirement 17. A recommendation for or against taking time off after high school before attending college 18. A recommendation for starting college at a four-year institution rather than a community college OR a recommendation for starting college at a community college rather than a four-year institution 19. A recommendation for or against any particular high school policy, regulation, or practice 20. A Letter to the Editor of The Northerner for or against a specific NKU policy, regulation, or practice PAPER 4 [Due date]: Survey and Report/Analysis Individually or in collaborative groups, students create a survey to gain information about a question or an issue they are interested in. Each survey should contain at least 10 questions. Students then distribute the survey to at least 25 persons, compile the data, analyze the data, and finally write a report on their findings. Suggested Survey Topics: 1. How concerned are NKU students about energy use and its effect on the environment? 2. How do NKU students handle their credit cards? 3. What do NKU students expect from a first date? 4. What do NKU students think about ―blind‖ dates? 5. How much do NKU students study? 6. How do NKU students spend their free time? 7. Do NKU students in residence halls drink? 8. Can NKU students afford to own cars? 9. Where do NKU students work and how much do they earn? 10. Where do NKU students eat and what do they eat? 11. What are NKU students’ spending habits? 12. How much sleep do NKU students generally get? 13. How knowledgeable are NKU students about sex? 14. Who pays the bills for NKU students’ college education? 15. What causes most stress for NKU students? 16. What do NKU students think makes for a positive romantic relationship? 17. What kind of tests do NKU professors give and what kind do students prefer? 18. What salary level/income do NKU students expect after graduation? 19. How do NKU students rate their high schools and why? 20. What do NKU students believe is the best age for marriage and why? 21. What motivated NKU students to go to college? What do they expect from the experience? ENGD 090-000 Syllabus 12 PAPER 5 [Due date]: Paper Based on a Text Select a theme or issue in the class book and explore it in depth. You may want to discuss personal experiences or observations that are relevant to your theme. PAPER #6 [Due date]: Reflective Essay on Writing You will soon be in ENG 101. Instructors can better help students learn when they know what knowledge, skills, and experiences students have. Use this last paper to introduce yourself as a writer to your ENG 101 instructor. (Since you probably don’t know who that will be, address the letter to ―Dear Professor.‖) Think about what your ENG 101 instructor would like to know about your writing: your writing background, your strengths, your weaknesses, and your most recent writing experiences. Describe what you did and what you learned in ENGD 090 – most ENG 101 instructors are not familiar with ENGD 090 and its assignments. Set up your letter with an introduction that includes a thesis. Then support your thesis in your body paragraphs. Refer to specific papers you have written. When appropriate, quote specific passages to back up your claims or illustrate your points. In your conclusion, you may set some goals for your writing in ENG 101. To get started on this assignment, refer to your journal, class notes and handouts, and all paper drafts. When you finish the assignment, save it so you can give a copy to your ENG 101 instructor next semester on the first day of class.
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