Instructor: Jennifer Doede M.A.
Thurs. 6-9 p.m.
Room: NW 104
Email: jenniferd@twu.ca
; jdoede@hotmail.com
Office hours: 4:30-5:30 Thursday
Office: NW 104
Phone Numbers: (604) 513-2121, extension 3368;
Home phone no.: (360)-988-6874
Calendar Description:
“This course is designed to improve the reading, writing, and critical thinking skills of students whose first language is English. Students are required to read an array of essays, discuss them critically, and write papers analyzing the structure and content of these essays.” The writing assignments allow students to learn and develop the fundamental skills necessary for essay writing: generating and organizing ideas, developing paragraphs, and editing drafts. The research paper, the major project of this course, teaches students research and documentation skills. This course also targets common grammatical errors in essay writing.
Learning Outcomes:
Upon successful completion of this course, students will be able to
1.
Identify and use techniques of argument and persuasion that meet the expectations of scholarly readers;
2.
Summarize and paraphrase the arguments of other writers;
3.
Analyze and critique published arguments;
4.
Write a research paper in MLA format;
5.
Demonstrate competence in writing processes, including generating ideas, drafting, soliciting feedback, revising, editing, and proofreading,
6.
Demonstrate competence in scholarly conventions of syntax, grammar, punctuation, and spelling;
7.
Demonstrate competence with a variety of technologies of writing and research;
8.
Demonstrate an awareness of how scholarly situations shape scholarly conventions of writing.

Required Text:
T
EXTBOOKS
:
Jennifer Doede’s Writing 100 Course Pack
Johnson-Sheelan, Richard, Charles Paine, Cathi Shaw, Jordan Stouck.
Writing Today.
Canadian ed. Toronto: Pearson, 2013. Print.
C
OURSE
R
EQUIREMENTS
:
Students must come to class prepared to participate in readings and discussions of the texts for that class and to engage in assigned writing tasks.

Students must be prepared to share drafts of their writing with other students and to offer meaningful feedback on the writing of other students in the class.

Students must be willing to revise their writing according to the feedback of the instructor.

Students must demonstrate knowledge of academic writing conventions in all of their assignments (including those that relate to the substance, structure, style, and grammar of academic essays).
Students must also produce written works that exhibit comprehension and critical thinking and persuade the reader of the importance and validity of their thoughts.

The course assignments are as follows:
1. Participation and Daily Assignments/Portfolio (4x5%) 20%
2. Take-Home Summary 10%
3. In-Class Compare and Contrast Essay 15%
4. In-Class Critical Review 15%
5. Rewrite of one assignment
6. Annotated Bibliography
10%
10%
6. Research Paper 20%
The research paper and annotated bibliography (30% of your grade) count as the final exam in the course.
G
RADING
G
UIDELINES
:
90% - 100% A+
85% - 89% A
80% - 84%
77% - 79%
73% - 76%
A-
B+
B

70% - 72%
67% - 69%
63% - 66%
60% - 62%
57% - 59%
53% - 56%
50% - 52%
Below 50%
B-
C+
C
C-
D+
D
D-
F
Plagiarism
Definition of Plagiarism :
“To steal and pass off the ideas or words of another as one's own; to use another's production without crediting the source; to commit literary theft; to present as new and original an idea or product derived from an existing source”
(Merriam Webster Dictionary, 11 th
edition).
Students are reminded that essays written for this course may be subject to scanning by a plagiary detection service employed by the university.
Students are expected to attend all classes on a regular basis,(exceptions will be made in cases of illness or documented extenuating circumstances).
Absence due to illness must be supported by a medical certificate indicating the nature of the illness.
All assignments should be handed in at the beginning of class on the assigned due date. If a paper is turned in five minutes after class begins, it will be considered a day late and docked 3%. If the paper is submitted after the due date because of serious illness, a medical note should be attached to the assignment and marks will not be taken off the paper. All written assignments must be completed in order to fulfill the course requirements. If your paper is late, please submit an electronic copy to me as soon as it is finished and bring a hard copy with you to our next class.
Classroom Protocol:
1.
Cell phones must be turned off during class (including vibrating cell phones).
2.
Students must submit hard copies of assignments, not electronic copies of assignments.
3.
Students must submit their essay assignments at the beginning of class (no more than five minutes after the beginning of class).
4.
Laptops are not allowed in my English classes. In specific situations, I will make an exception. My classes are profoundly dialogical and use of laptops in class curtails class discussion.

FOLLOW COLOR CODING FOR COURSE OUTLINE
Colour Codes: Green: In-Class Work
Blue: Reading for the Day
Yellow: Assignments Due
Week I: Thursday, April 30
Overview of Course
Discuss reading questions
Types of Essays
Diagnostic Essay (Write in class)
Thesis Statements
In-Class Work on Thesis Statements
Plagiarism and Documentation
“What I Have Lived For”
Week II: Thursday, May 7 th
Readings for today: “Growing Up Native” and “Saskatchewan Indian People”
CoursePack
Read for today Ch. 4 Summaries in Writing Today
Answer Three Questions for both articles:
What type of essay is it? (expository, personal, persuasive)
Where is the thesis found? (deductive, inductive, implicit)
State the thesis of the essay in your own words.
How to write a summary
Discuss both articles
In Class Work: Five Major Points of Article
Compare and contrast these two articles
Week III : Thursday, May 14 th
(?)
Reading for today: “Letter from Birmingham Jail” CoursePack
Reading for today: Chapter 23 of Writing Today
Summary of Geddes’ Article Due
Answer three questions for “Letter from Birmingham Jail”
Incorporating Quotations, Citing Sources
How to write a compare and contrast thesis and essay
Patterns of Development
Discuss article using patterns of development

Week IV: Thursday, May 21
Compare and Contrast Essay Due
Reading for today: Chapter 5 in Writing Today
Reading for today: “Brains, Brawn, and Beauty”CoursePack
Answer Three Questions for “Brains, Brawn, and Beauty”
How to Write a Critical Summary/Review
In-Class Work: Thesis Statement and Topic Sentences
Discuss Research Paper Topics: Choose a topic
Week V: Thursday, May 28
Critical Summary Due
Library Seminar (60 minutes)
Preliminary Research Thesis Statement Due
In-Class Work on Thesis Statements
In-Class Work on Incorporating Quotations
How to write an Outline
How to write an Annotated Bibliography MLA format (20 min)
See pages 411 and 412 in Writing Today for an example of an
MLA Annotated Bibliography
Week VI: Thursday, June 4
Revised Thesis Statement, Outline, and Annotated
Bibliography Due
Bring two sources with you to class
Use Chapter 10 in Writing Today as a resource for your own
Expository Research Paper, especially pp.224-225.
In-Class Work on Thesis Statements and Outlines
Work on a Developmental Paragraph for Research Paper
Your rewrite of one assignment is due on Thursday, June 11 at 12 noon. Please turn in your rewrite with the first draft of the assignment with my comments to TWU’s Extension office.
Make sure you look at my comments and revise accordingly.
Your research papers are due on Thursday, June 18 th at 12 noon. Please turn in your research paper into the TWU’s Extension office.