Professor Kinkade
mkinkade@mail.sdsu.edu
RWS 280, Academic Reading & Writing
Office: SH 114B x43388
Hours: MTTH 1-1:50 pm (By Appt. W @ 1-1:50 or @ 3:30 pm; T @ 3:30pm)
Course Description: RWS 280 is designed to help students at the upper-division level
achieve competency in academic writing. Students are placed into these courses based on the
score received on the WPA. This course is designed to improve students’ ability to plan,
draft, revise and edit essays, as well as to improve their ability to read and analyze complex
academic texts. “Student Learning Outcomes” are attached to provide greater detail of the
goal and content of this course.
Course Methods: Align with the course goals and utilize a variety of methods to develop
reading and writing proficiency at academic level. Methods start with lecturing, question &
answer, group work, peer review and in-class writing, and expand insight with outside
research, homework assignments, online postings, and timely meetings with tutor. Basically
we work together to create a productive and conducive learning environment. See University
Catalogue for appropriate classroom behavior. Attendance is a must.
Course Goals: RWS 280 engages students in using key rhetorical concepts as a mode of
inquiry and invention as they develop reading and writing proficiency in academic
disciplines and other contexts.
Student Learning Outcomes:
I. Develop an effective process of reading for comprehension.
II. Develop an effective writing process—including prewriting, drafting, revision, and
self-evaluation.
III. Analyze the elements of academic texts—particularly argument, genre, audience,
context, purpose, and strategies.
IV. Articulate in writing key rhetorical concepts.
V. Explore the significance of texts of oneself and one’s educational project.
Required Materials:
Graff, Gerald, et al. They Say, I Say 2nd edition
Raimes, Ann. Keys for Writers: A Brief Handbook
Kinkade, Martha. Course Reader & Winter’s Light
College Level Dictionary & Thesaurus
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Professor Kinkade
mkinkade@mail.sdsu.edu
Course Requirements:
Generally, there are four assignment types: account of argument, analysis of rhetorical
strategies, argument conventions and self-as writer. These assignments types are organized to
build upon conceptual and applied writing ideals.
Grading Structure:
Essay #1
Essay #2
Essay #3
Essay #4
25%
25%
25%
25%
Course Requirements: All four essays demand various prep-work and strategies, from prereading to completed copy. Attendance is vital and I expect you’re prepared when you come
to class, for our goal is to write, review and polish writing skills. In order to pass this class
you must have a “C” average (75%); otherwise, you’ll need to repeat the course. Generally
you can expect to spend at least 6 hours a week in preparation for this class which will also
require a great deal of wring practice – on average 4-5 pages of writing each week. Please
note I do not accept late work, nor work via email.
A letter grade will be assigned using the following scale: A+=10, A=9.5, A-=9.2, B+=8.8,
B=8.5, B-=8.2, C+=7.8, C=7.5, C-=7.2, D+=6.8, D=6.5, D-=6.2, F=5.5, no work turned in=0.
All graded work is expected to adhere to MLA format.
Final Grade Breakdown (grade averages are not rounded up):
A(100-93); A-(92.9-90); B+(89.9-87); B(86.9-83); B-(82.9-80); C+(79.9-77); C(76.975); C-(74.9-70); D+(69.9-66); D(66.9-63); D-(62.9-60); F (59.9-below)
Attendance & Activities Policy: Please note that I take attendance and expect you here. I consider
this part of your job as a student, I especially note if you’re here for peer or group work since I find
those elements vital to the writing process. In addition, I review Discussion Board postings hold them
in the same arena as attendance. So I give you a little leeway to account for life happening. I look for
80% completion of DB/homework & attendance before your final grade is affected. Basically, if you
miss more than 4 class sessions (this includes missing tutor appointments), your final course grade
will be marked down ½ grade for each additional class missed. If you’re experiencing a prolong
illness, please let me know; otherwise, please get your homework from fellow student. I don’t accept
late work or excuses. An education has high value and demands high standards.
**Plagiarism is not accepted and if applied will result in a Failing grade for the course and
reported to the appropriate University officials.
For Students with Disabilities: If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student Disability Services a (619)
594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not retroactive, and that
I cannot provide accommodations based upon disability until I have received an accommodation letter
from Student Disability Services. Your cooperation is appreciated.
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Professor Kinkade
mkinkade@mail.sdsu.edu
Tutor: We are assigned a tutor for support and he/she is available for personal appointments,
and you’ll need to make arrangements with the tutor. If you make an appointment, I expect
you to keep it. The tutor supports evaluation of paper.
Course Schedule (adjustable)
Wk 1-5
Jan 22 Feb 20
Wk 6-9
Feb 24 Mar 20
Wk 10-12
Mar 24 Apr 17
Wk 13-15
Apr 21 May 8
Syllabus Review
Reading Paper 1: Constructing an Account (4-6 pages/MLA format)
Paper Support: They Say/I Say: Introduction (1-14), Part 1 & 2 (17-101) & Keys for
Writers, strategies: summary, paraphrase, quotes (see Integrating sources section)
In-Class Discussion: They Say/I Say: “What’s Motivating this Writer?” (145-155); Black
Elk Speaks / Argument Terms
Paper Focus: Richard Muller “Nuclear Waste” (They Say/I Say 206-213)
Lectures: Introduction, What is argument? Terms & definitions; Reading Discussion,
Constructing an Account, Rhetorical Précis, Essay Structure and Review of Student Work
Paper 2: Rhetorical Appeals (4-6 pages/MLA format)
Reading
Paper Support: They Say/I Say: Part 3 & 4 (105-192)
In-Class Discussion: Appeals / Value Systems
Paper Focus: Deborah Tannen “Agonism in the Academy: Surviving the Argument
Culture” (They Say/I Say 214-220)
Lectures: Argument Term Review, Appeals, Structure Development, Reading Discussion,
Essay Structure and Review of Student Work
Paper 3: Convention/ Language & Voice (4-6 pages/MLA format)
Reading
Paper Support: Research & Class Discussions
In-Class Discussion: Integration integrating poetry (see Integrating sources section)
Paper Focus: MJ Hardman “Language and War” (Reader) & Kinkade Winter’s Light
Lectures: Argument, Language, Poetics, Voice, Hopi Way activity, and Reviews
Paper 4: Self-Reflection (4-6 pages/MLA format)
Reading
Paper Support: Course review, include readings & your papers
Paper Focus: What you’ve learned to be applied beyond course
Lectures: Group support, Integration of multiple sources, and Reviews
(Detailed assignment sheet are located on Blackboard under Assignments,
as well as our adjustable, schedule under Course Documents)
Final Exam Week May 9-17(See Final Exam Schedule for verification)
MW, 2-315, Monday May 12 @ 1300-1500 (1-3pm)
TTH, 11-1215, Tuesday May 13 @ 1030-1230
TTH, 2-315, Tuesday May 13 @ 1300-1500 (1-3pm)
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Professor Kinkade
mkinkade@mail.sdsu.edu
Grade Evaluation Categories: For Short Essays
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and
experiences. Written material must follow specific standards regarding citations of authors' work
within the text and references at the end of the paper. Students are encouraged to use the services of
our assigned tutor when preparing materials.
"A" Range: Outstanding achievement, which significantly exceeds standards
 Unique topic or unique treatment of topic, takes risks with content; fresh approach.
 Sophisticated/exceptional use of examples.
 Original and "fluid" organization; all sentences and paragraphs contribute; sophisticated transitions between
paragraphs.
 Integration of quotations and citations is sophisticated and highlights the author's argument.
 Confidence in use of Standard English; language reflects a practiced and/or refined understanding of syntax
and usage.
 Sentences vary in structure, very few, if any mechanical errors (no serious mechanical errors).
"B" Range: Commendable achievement meets or exceeds standards for course.
 Specific, original focus, content well handled.
 Significance of content is clearly conveyed; good use of examples; sufficient support exists in key areas.
 Has effective shape (organization), effective pacing between sentences or paragraphs.
 Quotations and citations are integrated into argument to enhance the flow of ideas.
 Has competent transitions between all sentences and paragraphs.
 Conveys a strong understanding of standard English; the writer is clear in his/her attempt to articulate main
points, but may demonstrate moments of "flat" or unrefined language.
 May have a few minor mechanical errors (misplaced commas, pronoun disagreement, etc.), but no serious
mechanical errors (fragments, run-ons, comma splices, etc.)
"C" Range: Acceptable achievement, meets standards for course
 Retains overall focus, generally solid command of subject matter
 Subject matter well explored but may show signs of underachievement
 Significance is understood, competent use of examples
 Structure is solid, but an occasional sentence or paragraph may lack focus
 Quotations and citations are integrated into argument
 Transitions between paragraphs occur but may lack originality
 Competent use of language; sentences are solid but may lack development, refinement, style
 Occasional minor mechanical errors may occur, but do not impede clear understanding of material
 No serious mechanical errors (fragments, run-ons, comma-splices, etc.)
"D" Range: Unsatisfactory achievement; does not meet acceptable standards
Note: The "D" grade is a passing grade; work that is not of "passing quality" should receive grade "F".
 Significance of content is unclear
 Ideas lack support, elaboration
 Lacks sufficient examples or relevance of examples may be unclear
 Support materials is not clearly incorporated into argument
 Expression is frequently awkward (problematic sentence structure)
 Mechanical errors may often impede clear understanding of material
 May have recurring serious mechanical errors (fragments, run-ons, comma splices, etc.)
"F" Range: Fails to meet minimal standards
 Ignores assignment
 Lacks significance
 Lacks coherence
 Includes plagiarized material (intentional or unintentional)
 Lacks focus
 Difficult to follow due to awkward sentence or paragraph development
 Mechanical errors impede understanding
 Problems with writing at the undergraduate level
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