Welcome to
English 391: Advanced Composition
Real World Asks Big Questions of Rising Graduates
Instructor: Catherine Bayly, Lecturer in UMD Professional & Academic Writing Programs
Office Hours: Tawes 2109; Monday 9-10am, 2-3:30pm; Wednesday 2-2:00pm; Friday 2-2:30pm
(Note: Please make appointments for office hours, as I am frequently running student meetings in my
office or elsewhere.)
Best Contact: cbayly@umd.edu
(Note: I use a Canvas course site to post the syllabus, announcements, assignments, etc. Please set your
notifications to “immediately” and be sure to provide the email address you use most frequently.)
Required Text
Writing Arguments—Ninth Ed.
Recommended texts
A good print dictionary, thesaurus, and style manual (American Heritage or Oxford , Pocket Style Guide,
DK Handbook, Little Seagull, etc.)
Web Resources
https://www.elms.umd.edu
www.engl-pw.umd.edu (the Professional Writing Program’s homepage)
www.lib.umd.edu (the University’s library homepage)
owl.english.purdue.edu/owl (the Online Writing Lab at Purdue University)
Some Great Big Questions:
What does Higher Ed have against motherhood?
What is the big deal with adjunct labor in Higher Ed?
Why are STEM fields still so often a “Man’s World”?
What is causing the current upswing in police brutality and what can students do about it?
Why are college campuses becoming “militarized,” and what are the outcomes?
Why do American students feel disconnected from politics?
What is the best way to adapt technology to the classroom?
Do campus diversity initiatives work as intended?
Are mental health facilities on campus adequate?
What is the relationship between Higher Ed and nutrition?
How well is Higher Ed preparing students for the professional world outside?
Course Objectives
In this Advanced Composition course, you will practice the writing/composition skills most often
employed in life beyond academia. Our focus will be on adapting previously learned writing and
rhetorical skills for “real world” audiences. Specifically, employers consistently say that strong writing
skills are of paramount importance when they evaluate potential candidates. It is no wonder, for you will
need to produce professional quality documents which reflect on you and your employer. As such, I will
expect all of your communication with me to reflect professional formats and conventions, including
email.
Our classroom will be a professional environment, so we will often conduct our course in a seminar style,
and sit in the round whenever possible—I hope our meetings will be rich in discussion and practical in
focus. While I’ve taught composition for years and have much to give you in experience and praxis, I
will also expect quite a bit from you. I will trust your intellect and do the work of helping you shape
written discourse on the subjects from which you’ve chosen to fashion your life. And, in our classroom
and through the trajectory of linked research assignments, I hope you will bring your expert field
knowledge to bear on weighty issues in your chosen discipline.
You will have your choice of topic for class research, and we will spend our first weeks establishing
interests. I will expect you to take risks and ask (and answer!) challenging questions about the world
around you. I will suggest that you choose something with gravitas: a problem you see on campus (i.e.
gender politics on campus), in your community (i.e. a public safety issue that needs addressing), or in
your chosen field (i.e. reduced funding for humanities). While these topics may include big, abstract, or
theoretical underpinnings, they should also address practical, administrative, logistical concerns wherever
possible. So, while they may be aligned with work done in your other classes, they will also provide real
world, localized solutions. Be prepared to focus on these topics in depth and for extended periods of time.
These topics should be meet three criteria at once: 1) genuine interest and imagination, 2) relation to your
planned profession, 3) feasibility of potential solutions.
Additionally, I’ve shaped this course around evolving genres and mediums. Slam poetry is writing.
Think pieces are writing. Public Service Announcements are writing. Web pages are writing.
Commercials are writing. Our assignments will not simply be “papers,” because real world writing is not
comprised of a string of papers. But argument remains at the core of the pieces we’ll write. We will
conducts many forms of research, pitch our ideas to the group, write a literature review, create a website,
write an Op-Ed, create a visual argument (either video or print), write job/graduate school application
materials, and complete a final proposal to send to a real world audience.
Expect to attend class every day, to write and rewrite your papers, and to read and comment on the
writing of your classmates. Goal-wise, you can expect to:
 Analyze a variety of professional rhetorical situations and produce appropriate texts, adapting the
text to the knowledge base of the audience
 Produce persuasive texts that reflect the degree of available evidence and take into account counter
arguments
 Understand and practice the skills needed to produce competent, professional writing including
planning, drafting, revising and editing
 Identify and implement appropriate research methods for each writing task
 Practice the ethical use of sources and the conventions of citation appropriate in your field
 Improve competence in Standard Written English (including grammar, sentence and paragraph
structure, coherence and document design) and use this knowledge to revise texts
Essential Course Rules
Rule#1: REDUCE DISTRACTIONS
No cell phones visible in the classroom: As a woman of the 21st century, I understand quite well the
siren song of a vibrating iPhone. However, in a professional environment, we must resist the temptation
to use indiscriminately. Texting in class is distinctly unprofessional.
Food, etc.: I do understand that our classes all fall around lunch time. So, please eat if you must, but
keep your chomping to a minimum, and no three-pointers to the trash can. Those would be distinctly
unprofessional.
Rule #2: PROOFREAD. By implementing practices of printing your work, reading aloud, and
finding a draft reviewer, you will save yourself time and find places to improve your writing. If you
simply read from the computer screen, your eyes auto-correct and you tend to miss many places
where you could revise and correct.
1. Every graded assignment must be proofread aloud.
2. Each assignment requires an editing/proof- reading draft on which this proofreading exercise was
performed. Specifically, you must print a hard copy of your paper, read it aloud (or listen to a
friend do so).
3. Complete an in-class draft workshop.
4. Note any errors: typos, inconsistencies, mistakes in grammar, punctuation, mechanics, etc. Include
this copy in your final assignment packet and hand in.
5. After doing so, return to your word processor for a final edit.
6. Finally, print a clean copy.
RULE #3: NO LATE PAPERS
In this course (and in life), missing deadlines is frowned upon. Any work turned in late will lose a full
letter grade per class meeting. (For example, a paper due Monday that is turned in Wednesday will
receive a maximum score of 90%.) This seems very fair. However, I also understand we are all adults in
this room and that circumstances arise in which work must be delayed. So I am more than willing to offer
extensions to those who ask with good reason and at least 24 hours in advance. Extensions should only
be requested when absolutely necessary.
RULE #4: ATTEND
Although we won’t have exams in this class, all course materials and assignments will be addressed in
class meeting. Therefore, attendance is mandatory. I expect that students will arrive on time, ready to
engage in discussion and take notes during lecture. That said, I know a busy life can mean logistical
issues occasionally arise. Therefore, five unexcused absences from course meetings will be allowed. (And
I will take attendance daily.) At the sixth absence, your course grade will be reduced by a single letter.
(For example, if you have an 87% for the course, but have been absent six times, your final grade will be
a 77%.) I do hope this won’t happen.
Similarly, I’ve found that late arrivals truly disrupt the class environment. The late person may miss
materials the class has already addressed. So this puts the late arriver at a disadvantage, but the class a
whole pays in time wasted. Therefore, every three late arrivals (beyond minute one) count as an absence.
I extend some generosity to you, just as I hope you will extend generosity to me. If for some reason I will
miss class, I will communicate as soon as possible and add materials to ELMS/Canvas to add to your
learning. And, if you will miss class, I assume you will make arrangements and get missed materials
from a classmate. You may want to swiftly find a person you can count on in an emergency absence.
RULE #5: WORKSHOPS MATTER
In this course, each major assignment includes its own draft workshop day. The kind of revision we do
on workshop days will highlight (and recall) the major goals of each assignment. So, the revisions won’t
just be proofreading—they will include what are called global, or substantive, revisions. We will review
papers holistically and discuss their merits as well as places for major improvement.
In my years of teaching composition, I’ve found draft workshopping to be essential to successful writing.
Therefore, these workshops are required. At each workshop, I will require full, paper drafts (unless
otherwise stated) of the assignment in question. I repeat, full, paper drafts. If you fail to attend a
workshop, you will lose a full percentage point for the semester as well as 5% on the assignment. If you
attend without a full draft, or with an electronic version, you will still lose 5% on the assignment, but you
may still gain points for the workshop. So, even if your draft isn’t up to snuff, please attend workshop.
RULE #6: PARTICIPATE
This semester, you will receive a grade for participation. This grade will reflect your presence in class,
your involvement in class discussion, the level of thoroughness and thoughtfulness in your answers, and
the degree of respect and maturity you show in communicating with others. Students who are present and
on time, involved in discussion, thoughtful and thorough in their answers, and respectful and mature in
their interactions will receive high grades in class participation. Students who are frequently absent or
late, text or talk during class, do not participate in discussions, are not prepared to answer questions,
and/or do not comport themselves respectfully and maturely will receive low marks for participation.
I find participation is hard to quantify, as students feel varying levels of comfort talking aloud. Therefore,
I will assess participation on several unannounced days throughout the semester. Some will be class
discussion, some will be responses to texts, and some will be small group work. If you are anxious about
speaking aloud (as I was as a student), please speak to me about this. And perhaps we can find ways to
encourage you sharing your thoughts.
Assignments and Grade Breakdown
 Conjectural Assignment—Oral Pitch Presentation & Report, 15%
 Causal Assignment—Digital Forum, 15%
 Evaluative Assignment—Editorial (& Visual Component) or Public Service Announcement, 15%
 Cover Letter/Personal Statement and Resume, 10%
 Proposal Assignment—Final Paper, 20%
 Draft Workshops, 5%
 Participation, 5%
 Five Course memos, 10%
 Self-reflective writing, 5%
The Professional Writing Program requires each student to compose approximately 25 pages of original
writing (6,250 words); the assignments for this course are in compliance with this page requirement.
Portfolios
After I hand back your formal writing assignments with my comments and your grade, it is your
responsibility to keep these papers, along with my written comment sheets, in a safe place in case you
wish to discuss the paper with me. Additionally, please keep all final drafts of papers in an electronic
portfolio (folder) because you will be required to turn these papers into me with the final draft of your
fourth paper. You will also need to turn in the paper copies of the rubrics for each paper. This portfolio
helps me to see your progress over the course of the semester as I determine your final course grade.
Grading
Your grade for this course will be based on five formal writing assignments, less formal writing
assignments assigned for homework or in class, including a paper proposal, participation in class, and
participation in draft workshops, which will coincide with the five formal assignments.
Each of these grades will be accompanied by feedback, both in the margins of your work and via a rubric
built around assignment objectives. Please save all these documents (as well as workshop comments with
class feedback) to inform your future work.
Because this course is designed to help you write for the professional world, I have provided both an
academic and a “business-friendly” definition of letter grades. Written assignments and performances will
be evaluated and grades assigned using the following scheme:
ACADEMIC DEFINITION OF GRADES/BUSINESS-FRIENDLY DEFINITION OF GRADES
A=Work shows superior/excellent mastery of the subject and outstanding scholarship.
A= Work is ready to be published both internally and externally. Needs only a few very minor edits (a
word deleted or a comma inserted, etc.) A supervisor would be excited by this piece, thrilled even, and
accept it eagerly. Related to this, the piece fully accommodates the specific audience, and there are no
questions concerning readership. The research is thorough and of high quality; quotes are integrated
smoothly; attention to detail is evident.
B=Work shows above average, better than most, good mastery of the subject and good scholarship.
B=Work is high quality, and a supervisor would ask you to revise it again and resubmit it. Supervisor
feels strongly or hopes that one more edit might put the piece into his “yes” pile. An editor probably
would be able to publish the piece and would gladly work with you again.
C=Work is average, not bad, but not quite there yet
C=Work needs several edits. Supervisor feels this piece would work only after several edits. Usually
editing is needed in several areas – for example, punctuation, audience accommodation, inadequate
research, poor citation, and content issues. Supervisor would not accept the piece for distribution in its
current incarnation and may suggest you take a course to brush up on your skills.
D=Work shows borderline understanding and marginal performance.
D=Work has a major flaw, or several major flaws. For example, the audience is all wrong for this
particular piece, the research is skimpy, and there are numerous wording and grammar errors.
Supervisor would not accept this as a finished product and may put you on notice and demand you take
an English refresher course.
F=Work shows a failure to demonstrate understanding of the subject and unsatisfactory performance.
F=Supervisor would not accept this and would not work with you again.
Minus (e.g. A-)
Plus (e.g. A+)
A
90 to 93.9
94 to 96.9
97 and above
B
80 to 83.9
84 to 86.9
87 to 89.9
C
70 to 73.9
74 to 76.9
77 to 79.9
D
60 to 63.9
64 to 66.9
67 to 69.9
Important Miscellany
Honor Pledge
You will be asked to write and sign the Honor Pledge, a statement of integrity, on each formal paper you
turn in for this class. For Professional Writing, the Honor Pledge is as follows:
I pledge on my honor that I have not given or received any unauthorized assistance on this assignment.
Paper Submission Requirements
You will notice that the assignment schedule includes two dates for the major written assignments. These
dates reflect draft and final versions. Both drafts and final papers will need to be in hard copy. Consult
assignment sheets for all specifications.
Disability Services
Your success in the class is important to me. If there are circumstances that may affect your performance
in this class, please let me know as soon as possible so that we can work together to develop strategies for
adapting assignments to meet both your needs and the requirements of the course.
In order to receive official university accommodations, you will need to register and request
accommodations through the Office of Disability Support Services. DSS provides services for students
with physical and emotional disabilities and is located in 0106 Shoemaker on the University of Maryland
campus. Information about Learning Assistance Service and/or Disability Support Service can be
found www.counseling.umd.edu/LAS or www.counseling.umd.edu/DSS. You can also reach DSS by
phone at 301-314-7682.
Final Note
If you have any questions about this course, its policies or procedures, the writing assignments, etc., do
not hesitate to come and speak with me. I look forward to our work together this semester.
Schedule of Readings and Assignments
Please consult the syllabus frequently, because it includes important deadlines, general daily plans,
readings, critical thinking questions, and links to wonderful resources. I trust you will come to class
daily, familiar with the materials below.
Date
8/31
General plan
Examine the syllabus
and get to know each
other and the goals of
the course.
Readings for this Date
Assignments/Preparations
Please buy Writing Arguments,
Ninth Ed.
9/2
Course objectives and
linked assignments
http://grammar.about.com/o
d/advicefromthepros/a/mau
ghamwrite.htm
Please buy Writing Arguments,
Ninth Ed.
What is professional
writing: Discuss the
differing goals of
professional and
academic writing.
http://www.psychologytoday
.com/blog/fixingpsychology/201409/whyacademic-writing-sucks
Consider your experiences with
both academic and professional
writing. How are the goals
different? And in what ways are
they the same?
9/4
Discuss the rhetorical
triangle as a way of
thinking about audienceand purpose-directed
writing
WA Chapter 3 – The Core of
An Argument
https://www.youtube.com/w
atch?v=Ju3XzGjs4-U
Please watch the videos in the
readings column and be prepared
to discuss their contents and then
the ways the speakers appeal to
purpose and audience.
http://sservi.nasa.gov/article
s/the-most-astounding-factneil-degrasse-tyson/
9/7
Labor Day – Class
Canceled
9/9
Discuss Ethos, Pathos,
Logos, and Kairos in
professional writing
WA Chapter 6 – Moving Your
Audience: Ethos, Pathos, and
Kairos
Consider topics that you might
want to write about for the
research series. What do you
believe is a hot button issue you
are poised to work through and
eventually propose solutions
regarding? What facets of this
issue will be feasible? Which will
present difficulty?
See the links in the readings
column and be ready to discuss
the rhetorical appeals evident in
each text
http://writingcommons.org/
open-text/informationliteracy/rhetoricalanalysis/rhetorical-appeals
https://www.youtube.com/w
atch?v=QD2WTK94c1U
https://www.youtube.com/w
atch?v=9eYH0AFx6yI
9/11
9/14
Introduce the role of
memos in our class.
https://owl.english.purdue.ed
u/owl/resource/590/1/
Memo Writing—
Introduce Memo #1
WA Chapter 10 – An
Introduction to the Types of
Claims
Stasis Theory – Power
Point
Introduce Conjectural
Analysis Pitch
WA Chapter 11 – Definition
and Resemblance Arguments
Watch the texts in the center
column and be prepared to
Presentation and
Literature
Review/Report – discuss
differing audiences and
how you’ll attend to
each
Discuss texts
https://www.youtube.com/w
atch?v=P2Jr9P01ESs
https://www.youtube.com/w
atch?v=FS6LNpeJPbw
https://www.youtube.com/w
atch?v=ksdM1E91uSo
Choose topics
discuss whether questions of
today’s feminism are, in fact,
rooted in the first stasis: fact and
definition.
After reading Chapter 11, think
about the types of questions
you’ll need to ask to confirm that
your hypothesized problem is, in
fact, a widespread issue.
https://www.youtube.com/w
atch?v=6Ny11qBaQp0
9/16
Topic discussion
Asking and designing our
big questions.
What questions will we
need to ask to
corroborate our
conjectures? Where will
we ask them? When?
Of whom?
9/18
WA Chapter 2 – Argument as
Inquiry : Reading & Exploring
(only pages 23-36)
https://www.youtube.com/w
atch?v=yMwJYf7mdb0
Be prepared to discuss our topics
and justify our ideas on their
existence.
Bring in one article, popular or
scholarly, that supports the
existence of your issue.
Discussion Board - TBA
This project requires finding a
faculty member within your
chosen discipline. This person
can be a valuable resource,
explaining the major issue or
issues that exist in your field
today. He or she may also point
you in the direction of scholarship
about the issue you choose.
Think of this person like a Sherpa.
No Class – Spend this
day “in the field”
conducting interviews
and getting firsthand
accounts of your
“problem.”
Create questions to ask “in the
field.” If you’re working in
groups, decide how you’ll divide
up the labor of getting your
answers.
You’ll also need to find time to
visit the library or spend time on
Researchport getting articles that
corroborate your issue.
9/21
Thesis Workshop
& discussion of best
http://writingcenter.unc.edu/
handouts/literature-reviews/
Come in with a thesis statement
writing practices
which argues that your issue
exists and deserves further study.
This should synthesize the
findings from the many sources
you’ve marshaled into action!
Writing Work in Class –
Literature Review
Memo #1 Conjectural Analysis
Plans Due on Canvas
9/23
Share and map out how
you’ll shape the facts
and definitions of your
issue into a convincing
pitch and a concise and
accurate report.
https://hbr.org/2003/09/how
-to-pitch-a-brilliant-idea
Bring laptops to class to work on
writing your report.
http://www.ted.com/talks/ch
imamanda_adichie_the_dan
ger_of_a_single_story?langu
age=en
Bring in field notes and be
prepared to discuss.
Discuss grading plan for
CARP Pitches
9/25
Let the class know your
findings.
Lesson on Oral
Presentations—what
constitutes a persuasive
description of a
problem? How do we
use narrative in
description?
Choose a TED Talk (in addition to
the one to the left) and be
prepared to discuss (in both) the
role narrative plays? What else
helps the speaker prove the
exigence of the problem? How
does the speaker use evidence?
Definition?
Schedule presentations.
9/28
9/30
10/2
Conjectural Pitch
Presentations (3)
And presentation of CA
Literature
Review/Report Rubric
Conjectural
Presentations (6)
Conjectural
Be working on Reports at home
and prepare to engage with
students on their presentations,
asking key questions to help
them deepen their analyses.
Be working on Reports at home
and prepare to engage with
students on their presentations,
asking key questions to help
them deepen their analyses.
Be working on Reports at home
Presentations (6)
10/5
Conjectural
Presentations (3)
Draft Workshop
10/7
and prepare to engage with
students on their presentations,
asking key questions to help
them deepen their analyses.
WA Chapter 16 –
Incorporating Sources into
Your Own Argument (pages
370-377 only)
Full polished (not rough) printed
paper draft of Conjectural
Analysis Report for editorial
workshop with colleagues.
Introduce the Causal
Analysis Digital Forum,
and Weebly platform.
Final Paper Copy of Conjectural
Analysis Report due to CB in
class.
Why a website? Why
does a good site matter
in the professional
world?
Discussion Board due before
class: The Best of Sites and The
Worst of Sites
Reflective Writing Assignment #1
Due on Canvas by 11:59 PM 10/8
10/9
Study New York Times,
Room for Debate.
WA Chapter 12 – Causal
Arguments
Start a weebly account and begin
to explore your new abilities!
Analyze the audience
and genre.
Introduce Memo #2.
Schedule Conferences
10/12
Causal Analysis – Digital
Forum Q & A
Style Mini-lesson in Web
Writing
Analyze the style, voice and
layout in one website you love
and read often. Also, search for
any websites on the topic you’ve
chosen. Be prepared to discuss
the styles of writing you see. You
may be asked to man the
computer and AV system to
discuss and present on your site.
Establish Digital Forum. No
content is necessary, but you’ll
need the skeleton (pages, etc) of
your Weebly site to be in place.
10/14
10/16
10/19
No class, Conferences –
Be prepared to discuss
how the project is going,
what’s been done
elsewhere about your
issue, etc. Do some real
reading on your issue in
advance!
No class, Conferences –
Be prepared to discuss
how the project is going,
what’s been done
elsewhere about your
issue, etc. Do some real
reading on your issue in
advance!
Visit the library/databases for
sources on your topic.
Draft Workshop - Causal
Analysis Digital Forum
All entries should be drafted in
your Causal Analysis Digital
Forum.
You should have at least one
drafted entry in your Digital
Forum.
Memo #2 to CB on Causal
Analysis
You should have at least two
drafted entries in your Digital
Forum.
All hyperlinks must be posted to
Discussion Board by the start of
class: Causal Analysis Hyperlinks
10/21
Intro Op Ed
https://www.youtube.com/w
atch?v=mxrqzNpuf94
Practice with Rhetorical
Appeals –rhetorical
analysis and creating
rhetorical texts.
Introduce Memo #3
10/23
Discuss principles of
rhetorical reading and
writing.
Framing Rhetorical
Writing – using rhetoric
to evaluate and
encourage action
What makes an Op-Ed:
List time.
Causal Analysis Digital Forums
Due – Because CB will already
have the links, simply stop the
editing process by class time on
this day. Keep in mind, reflective
writing is also due by midnight.
Reflective Writing Assignment #2
Due on Canvas by 11:59 PM
WA Chapter 8 – Analyzing
Arguments Rhetorically
Read the paper as often as
possible! Op-eds and editorial
cartoons. If you don’t get a paper
at home, you may look at one
online. I’ll provide some
examples via Canvas.
Discussion Board Due by the Start
of Class: Op-Ed Examples:
Please post your op-ed links on
CANVAS, with a short synopsis of
the rhetorical goal. Then please
comment on three classmates'
Op-Ed examples, regarding any
one of the following concepts:
audience, style, ethos, kairos,
pathos, logos, counterarguments.
10/26
Rhetorical Analysis – In
Class Writing Workshop
Opening sentence and framework
due in class
10/28
Rhetorical Analysis –
Analyzing texts and
responding to objections
--What’s our
responsibility to ethically
treat counterarguments
in editorial pieces?
What are some ways we
can do this?
WA Chapter 7 – Responding
to Objections and Alternate
Views
Memo #3 Due to CB on Canvas
10/30
Analyzing and Creating a
Visual Argument:
In-Class Design/Analysis
Session
WA Chapter 9 – Analyzing
Visual Arguments
Group Discussion Board Post: TBA
Sample texts in class
Why does visual
argument matter?
11/2
Assignment Q &A
Reading and Writing
Editorials in response to
visual texts
WA Chapter 13 Evaluation
and Ethical Arguments
Work on creating/sourcing your
visual text for analysis
Look at sample texts,
talking about style,
genre, diction, etc.
Freewrite: Editorial
Voice
11/4
Draft Workshop Day:
Evaluative
Bring a hard (printed) copy of
your drafted Evaluative
Assignment/Editorial
Assignment/Editorial as well as
the visual text you’ve created
and your laptop. Special
exceptions will be made for
those completing the PSA
project.
Evaluative Assignment/Editorial
is due in class.
11/6
Introduce “Get a Job”
Week”
Reflective Writing – Due by
11:59pm
We’ll return to our
original jobs and reflect
on what we’ve learned
so far. Have our
ambitions changed?
How about the ways we
plan to get jobs?
11/9
Let’s reanalyze those
listings we chose.
Job Letters
11/11
Resumes
11/13
Job Letters – back to
these with your resumes
in mind.
TBA
http://randsinrepose.com/arc
hives/a-glimpse-and-a-hook/
N/A
Complete your drafted resumes
for conferences.
Be ready today (11/17) with your
job listings or grad school
applications to write your letters!
We’ll spend some time
drafting with our
resumes, listings, job
search worksheets
11/16
Introduce Proposal
Argument – Parts and
Arrangement of a
Proposal Powerpoint
Bring in a job listing for a current
vacancy you’d like to fill!
Writing Arguments – Chapter
14 (Focus on pgs 316 – 318
and pg 328)
Memo #4 Due on Canvas
Creating outlines
Proposal Day 1 – Finding
your best solution, aka
your thesis
11/18
Proposal Day 2 –
Bring in your letters, resumes,
Conferences/Library
and thesis statements, solution
ideas, outlines, and sourcework
for the final proposal. These will
be longish conferences, and I
want you to be prepared to flesh
out any major hindrances re the
final proposal (as well as to
workshop your cover letter or
resume). You’ll need to block out
30 minutes for these
conferences.
Bring in your letters, resumes,
and thesis statements, solution
ideas, outlines, and sourcework
for the final proposal. These will
be longish conferences, and I
want you to be prepared to flesh
out any major hindrances re the
final proposal (as well as to
workshop your cover letter or
resume). You’ll need to block out
30 minutes for these
conferences.
Bring in your letters, resumes,
and thesis statements, solution
ideas, outlines, and sourcework
for the final proposal. These will
be longish conferences, and I
want you to be prepared to flesh
out any major hindrances re the
final proposal (as well as to
workshop your cover letter or
resume). You’ll need to block out
30 minutes for these
conferences.
2109 Tawes
11/20
Proposal Day 3 –
Conferences/Library
2109 Tawes
11/23
Proposal Day 3 –
Conferences/Library
2109 Tawes
11/25
11/27
11/30
Class Cancelled – Happy
Thanksgiving!
Class Cancelled – Happy
Thanksgiving!
Memo #5 sent out via
Canvas
Proposal Day 4 –
Revising, transforming,
and condensing your
conjectural and analysis
into an introduction
TBA
Drafting, drafting
Job Packets & Reflective Writing
#4 Due via Canvas on 11/30
WA – pgs 330-338
Bring in your conjectural analysis,
with my notes—ready to revise
into a 1+/- page “Problem”
section.
Share what you’ll change
from your conjectural
analysis.
Writing Lab: Writing the
problem
12/2
Proposal Day 5 –
Developing a solution.
What are the potential
pitfalls? What are the
hidden costs? What
problems will you need
to anticipate in the “The
Justification.”
WA – pgs 330-338
Your “Problem” section should be
done. I will ask some of your to
share this aloud in class.
Come to class with a thesis
statement, which will be the
starting point for your “Proposed
Solution” section.
Share your thesis and/or
“Problem” section
Writing Lab: Writing the
“Proposed Solution”
12/2
Proposal Day 6 –
Writing the Justification
Arrangement
&
Known-New Contract in
writing analytical
proposals
Share the “Proposed
Solution”
12/4
12/7
Writing Lab: Writing
“The Justification”
Conclusion Work and
drafting!
Draft Workshop
WA – pgs 330-338
Memo #5 Due to CB
You should come in with a fully
drafted “Proposed Solution”
section (1+/- page).
Come in with a list of items you’ll
need to address in your
“Justification” (3-5 pgs). Be
prepared to present your
“Proposed Solution” to
classmates, so they can ask
questions to deepen your
“Justification.”
We’ll work on concluding
paragraphs and ask final
questions.
Printed draft of the full paper,
with 8 scholarly sources and 5
popular sources. Drafts should
be at least 8 pages long (not
including works cited, title
pages, etc.), and in full
paragraph form.
12/9
Final Q & A Day
12/11
Final in-class reflection
and Course Evaluations
NA
Come with a final question to ask
of your classmates—be prepared
to do this!
Proposal Argument Due
Reflective Writing In Class