ENG 090-000 Writing Workshop by vkv19969

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									                        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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