RWS 280
San Diego State University
Spring 2014
Mrs. Hedda Fish
Storm Hall 108b
heddafish@gmail.com :
Office hours: MWF 1:00-1:45 p.m.
ACADEMIC READING AND WRITING
Texts: Fish, Hedda. RWS 280 Reader. San Diego: Montezuma, 2013.
Raimes, Ann, ed. Pocket Keys for Writers [with/MLA update], 4th ed. Boston:
Wadsworth, 2013.
Additional Materials: A good hardcover dictionary for home use; a good paperback
dictionary for class use
A stapler (with staples) for home use
Access to a computer and word processing program
$4 to $7 for copies of papers
Lined paper for in-class writings – no tearouts
A copy of the readings for the WPA Exam (available online at
the end of the semester)
Course Description: “Academic prose, emphasizes purposes, structure, and styles of
academic English writing … designed to improve students’ ability to plan,
draft, revise, and edit essays, as well as to read and analyze complex
academic texts” (SDSU Catalog).
Course Objectives: By the time you have completed this course, you should be able to
1. Understand a variety of articles and visual rhetoric
2. Analyze rhetorical strategies
3. Thoughtfully evaluate claims and support in textual and peer reports
4. Summarize and paraphrase authors’ works
5. Use textual material to support your own ideas
6. Use proper conventions, correct documentation,and accurate mechanics
7. Revise for improved content, organization, and grammar
8. Do extremely well on the final essay exam
9. Prepare an acceptable manuscript
10. Feel confident about your writing ability.
Note: For additional objectives, see “Student Learning Objectives” on subsequent pages.
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STUDENT LEARNING OBJECTIVES FOR RWS 280 (281)
RWS 280 (for native speakers of English) and 281 (for non-native speakers of English) is
designed to help students at the upper-division level achieve competency in academic
writing. Students will be placed into these courses depending on the score they receive
on the Writing Proficiency Assessment (WPA), a test that all SDSU students, transfer or
continuing SDSU students, must take when they have completed 60 units. The following
learning objectives describe in greater detail the goals and content of this course.
Rhetorical Knowledge
RWS 280 (281) helps students achieve competency with the goals and
conventions of academic writing by introducing (or reviewing) rhetorical
concepts and terminology and by focusing on the purposes of given texts and the
rhetorical strategies necessary to achieve those purposes. At the completion
of RWS 280 (281), successful students will be able to
• recognize that writing is a process of inquiry used both to
discover and communicate ideas;
• demonstrate facility with basic genres of writing, particularly
those related to argument;
• apply the concept of rhetorical situations: the relationships
among writer-audience-subject-context;
• use “language about language” that enables writers to think
about the use of rhetorical strategies in their own writing and
the writing of others and to discuss their own strengths and
difficulties as working writers.
Critical Thinking and Reading (Viewing, Hearing)
RWS 280 (281) provides students with strategies to understand and
evaluate written, visual, and oral texts. At the completion of the course,
successful students will be able to
• apply critical reading strategies to a variety of texts: public
documents, editorials, essays, newspaper reports, writing of
their peers, advertisements, etc.;
• analyze an author’s specific rhetorical strategies in a given
text;
• evaluate the arguments/claims and supporting material
presented in written texts with respect to the relationships
among language, knowledge and power, and context.
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Writing Processes
RWS 280 (281) provides students with instruction and practice for improving
their writing processes. At the completion of the course, successful students will
be able to
• develop and use strategies for generating, revising, and editing texts of
various types (e.g., essays, letters, reports, timed writing, etc.);
• summarize and paraphrase written texts;
• interpret, evaluate, and effectively incorporate a variety of others’ texts
into their own writing to support and extend their own ideas;
• critique their own and others’ texts to develop their abilities in academic
writing;
• use the collaborative and social aspects of the writing process.
Knowledge of Conventions
RWS 280 (281) provides students with instruction and practice in the conventions
of various written texts. At the completion of the course, successful students will
be able to
• format simple manuscripts (page margins, appropriate font style and
size, paragraph indentation, block style, etc.);
• cite sources accurately (MLA or APA as appropriate to the student’s
major);
• define plagiarism and state its consequences within the university and
the greater community;
• edit their own writing for grammar, mechanics, and usage appropriate to
various writing situations.
Attitudes, Values, and Preparation for Life beyond the University
RWS 280 (281) equips students with skills vital to civic life in a democratic
society. Successful students will be able to
demonstrate courtesy and respect when discussing opinions and beliefs that
conflict with their own;
work cooperatively with others to achieve common goals;
use critical thinking strategies to evaluate public and private written, oral, and
visual texts.
280 Syllabus
4
Course Requirements:
1. Texts and Readings. Your basic Reader contains a variety of stimulating essays.
During the semester, you are expected to read all assigned essays to help you become an
informed, critically thinking college student who is interested in vital topics that affect
your life. Annotate all readings to help you focus, understand, and respond to all text
assignments. Also, look up definitions of words unfamiliar to you; and note the
definitions in your Reader.
The Raimes text will help you write your assignments accurately and effectively. Pages
will be assigned and/or suggested for each assignment. Do not ignore this helpful text.
2. Quizzes. You will be given periodic quizzes in the first five minutes of class to
“encourage” you to be on time, to keep up with your assignments, and to test you on inclass writing instruction. Occasionally, these responses will be oral. These cannot be
made up if you are late – no matter what the excuse. Quizzes are not generally indicated
on the calendar.
3. Reading Responses. You will write brief reading responses to designated essays
according to the calendar.
4. Workshops. Each out-of-class paper will have the benefit of peer analysis. Your
workshop draft must be typed and double-spaced.
5. Essays. During the semester, you will write three out-of-class essays. All must be
typed and double-spaced, using 12-point font, Times New Roman (as is this section of
the Syllabus). All essays will require documentation.
You will also write one final in-class essay.
6. Plagiarism Tutorial. In the university setting, in which students and faculty value
original work and freedom of expression, plagiarism is a most serious offense that may
be punished severely. It is not uncommon for a plagiarist to receive a failing grade in the
course. Therefore, in order to pass this course, you must complete a self-directed, 30minute plagiarism tutorial, which includes a quiz. (See Calendar.) Print only the score of
your quiz, and submit it to me as proof of completion. Depending on your score, I may
have to ask you repeat the tutorial and quiz. The website address is
<http://infotutor.sdsu.edu/plagiarism>. Lack of completion on designated date = -10
points.
7. Additional Assignments. These will comprise summaries, revisions, precis, timed
writings, writing exercises, and workshop critiques.
8. Deadlines. A major component of being a college student is accepting responsibility
and commitment. Since I have listed all assignments and due dates for the semester,
280 Syllabus
5
there is no legitimate excuse for a late paper – no matter how creative the reason.
Remember that if you wait until the last minute to begin a paper, you really may become
ill – it won’t be just an excuse – and will be unable to write it.
Late assignments on the due date will be given point deductions. However, feel free to
draft and review any assignment with me in advance of its due date.
9. Attendance. This is simply expected. Absence often indicates attitude, which may be
reflected in your grade. Avoid a “casual absence” as you may actually be sick and need
an absence day later. Previously planned trips, heavy traffic, parking problems, doctors’
appointments, and airport arrivals are no excuses for absence.
Also, since class discussion is essential to this class, your oral participation will be
significant. There is no reason to call or gmail me simply to tell me you won’t be in class
or that you weren’t there, and you will always know the assignments ahead of time by
looking at the assignment sheet. Emergencies must be officially documented. Please do not
bring me a note from your mother. If you must be absent due to a mandatory, extracurricular schedule, you must submit documentation of that activity. Also, see me
regarding makeup work.
10. Punctuality. This is also expected. Tardiness indicates attitude and is usually
disruptive. If you have trouble parking, arrive earlier. Also, if you arrive late, you
cannot make up an assignment.
11. Tutor Conferences. You are required to meet with the tutor four times during the
semester. Failure to do so will result in a loss of points. (See point scale.) “No-shows”
will receive additional point deductions.
12. Instructor Conferences. Though I encourage you to consult with me either before or
after writing a paper – on several dates, I will close the class down for optional
conferences. (See calendar.)
Course Concerns:
Behavior: This should never be a problem in a college class. It is simply assumed that
you will not be disruptive, not do work for another class, not allow a cell phone to go off
in class, not engage in text messaging, not listen to an iPod, not use a laptop, and not pack
up or leave before the class ends. Behavior also means you will bring all your necessary
books and “equipment” and that you are ready to begin when class begins. Behavior also
means you will exercise appropriate demeanor at all times.
Failure to comply with any behavior policies may mean temporary dismissal from class.
280 Syllabus
6
Accommodations: If you require accommodations for a learning disability, please
provide me with documentation during the first few weeks of class. If you feel you
qualify for this special assistance but have no documentation, see Disabled Student
Services.
Mutual Responsibility: I see education as the proverbial two-way street. As your
instructor, I wlll work hard to teach you to reason and write effectively. But I expect you
to work as hard by reading assignments carefully and producing your best possible work.
Also, I am your teacher – nor your parent or advisor. If you are experiencing academic
difficulty in this class, I will try to assist you. However, I will not initiate a consultation;
that is your job. Keep in mind, though, that you must meet deadlines, fulfill
requirements, and adhere to attendance policies. To be fair to all students in the class, I
do not appreciate requests for exceptions to class policies.
Grades:
These are based on the following point allocations:
Essays
3 @ 100 points each
Timed Writing
1 @ 200 points
200
Workshops
3 @ 20 points each
Reading Responses
5 @ 25 points each
Revision
1 @ 25 points
Quizzes
10 @ 10 points each
Precis
2 @ 40 points each
Practice timed writing
1 @ 10
Tutor Conferences
4 @ 25 points each
300
60
125
25
100
80
10
100
Grading Scale:
Though I will use the following point system to determine grades, I will examine
“borderline” grades individually in terms of effort, attitude, improvement, and
participation. My grading scale does not reflect the plus/minus system, which I do use,
because I reserve the right to raise or lower a grade according to the above criteria.
900-1000
800- 899
600- 799
500- 599
-499
A
B
C
D
F
280 Syllabus
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CALENDAR
Date
Day
Activity
Assignment
1/22
W
Introduction to course
Buy Raimes.
1/24
F
Diagnostic exercise
1/27
M
Introduction of class
members and tutor
Review of first assignment
Buy Reader.
1/29
W
Discussion of use of
words
Read Raimes: Pp. 160-70.
Bring Raimes.
1/31
F
Discussion of Stafford
Discussion of MLA doc.
Read Stafford.
Bring Reader and Raimes.
2/3
M
Discussion of Thurber
Read Thurber.
Bring Reader.
2/4
T
Last day to drop classes
2/5
W
Discussion of Tan
2/7
F
Discussion of RRs
2/10
M
Workshop of Paper #1
Bring 3 copies of draft.
Meet with tutor to review
paper before submission.
2/12
W
Questions re paper
In-class writing exercise
Optional conference in
classroom
Work on Paper #1.
Plagiarism tutorial score due
Read Tan.
Bring Reader.
RR #1 due: one well-written
paragraph, discussing one of
your own experiences
regarding your use of
language
Bring Raimes
2/14
F
Discussion of Paper #2
Discussion of sentences
Paper #1 due
2/17
M
In-class writing exercise
Discussion of sentence style
Bring Raimes.
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Date
Day
Activity
Assignment
2/19
W
Review of Paper #1
Read Raimes: Pp. 171-183 –
especially note “Key Points”
boxes.
2/21
F
Discussion of Neusner
Read Neusner.
Bring Reader.
2/24
M
Discussion of Brooks
Discussion of strategies
Read Brooks.
Bring Reader.
2/26
W
Discussion of Navarette
Read Navarette.
Bring Reader.
2/28
F
Discussion of RRs
RR #2 due: one well-written
paragraph, discussing
one of your own experiences
relating to argument
3/3
M
Workshop of Paper #2
Bring 5 copies of draft.
Meet with tutor to review
paper before submission.
3/5
W
Questions re paper
In-class writing exercise
Optional conference in
classroom
Work on Paper #2.
Bring Raimes.
3/7
F
Discussion of Paper #3
Discussion of precis
Paper #2 due
3/10
M
Discussion of paragraphs
Discussion of documentation and
writing strategies
Skim Raimes: Pp. 64-99; –
especially note “Key Points”
boxes.
Bring Raimes.
3/12
W
Discussion of White
Review of Paper #2
Read White.
Bring Reader.
Date
Day
Activity
Assignment
9
3/14
F
Discussion of Alvarez
Read Alvarez.
Bring Reader.
3/17
M
Discussion of Gansberg
Read Gansberg.
Bring Reader.
3/19
W
Discussion of Boorstin
Read Boorstin.
Bring Reader.
3/21
F
No class (NCAA Tournament)
3/24
M
Discussion of RRs
RR #3 due: one well-written
paragraph discussing one of
your specific experiences
dealing with a value
3/26
W
Workshop of Paper #3
Bring 5 copies of draft.
Meet with tutor to review
paper before submission.
3/28
F
Optional conferences (in my office)
3/31 – 4/4
Spring break
4/7
M
Questions re paper
In-class writing exercise
Work on Paper #3.
Bring Raimes and example
of visual rhetoric; i.e.,cartoon
4/9
W
Further discussion of precis
Paper #3 due
Bring Reader.
4/11
F
Introduction to logic
Bring a magazine (with ads)
4/14
M
Further discussion of logic
RR #4 due:: one well-written
paragraph discussing the
application of an ad you have
seen to your own life
4/16
W
Discussion of introductions
4/18
F
Discussion of conclusions
Bring in an effective
published introduction –
typed or neatly clipped
Bring in an effective
published conclusion –
typed or neatly clipped
10
Date
Day
Activity
Assignment
4/21
M
Discussion of sentence problems
Read Raimes: Pp. 183-209
especially note “Key Points”
boxes; bring Raimes.
4/23
W
Discussion of revisions
Bring questions regarding
revisions.
RR #5 due: TBA
4/25
F
Examination of
prompts; review
of documentation
Final revision of Paper #1, 2,
or #3. Staple to original,
graded essay. Meet with
tutor to discussion revision
before submitting.
4/28
M
Discussion of Practice Essay
Bring essay handouts.
4/30
W
Work on articles for timed writing.
Bring articles assigned.
5/2
F
Timed writing of final essay
Bring 1 large Blue Book.
5/5
M
An extra credit
Don’t be late. Bring a pen.
5/7
W
A few final words.
Note: This calendar is subject to change.
ASSIGNMENTS
Paper #1
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- About Language
Be sure to read the following prompt carefully and respond directly to the questions.
Your answer must show that you are familiar with the ideas discussed in one of the
three assigned readings by Stafford, Thurber, or Tan.
The essays by these authors explore each writer’s unique experience with language.
Based on the overall claim and support of each essay chosen, which of the articles
discusses the focus on language most convincingly? Base your response on your answer.
What is the author’s tone? Does it help convince you? In your response, do the
following:
1.Express, in your own words, the author’s claim – or thesis. Keep your answer to one
paragraph.
2.Explain how author uses or discusses language most effectively – in other words, how
does the essay make clear the importance of our use of language? This discussion could
be incorporated in the first paragraph or comprise a second paragraph.
Support your answer with examples from the reading. Avoid just giving your opinion
without using examples. You may also use a relevant personal experience. You will
probably need several paragraphs here. Use both brief quotes and paraphrased material.
3. Conclude your paper with a significant, brief discussion of the effectiveness of the
essay. Do not simply repeat what you have already stated -- one paragraph.
A few important suggestions:
• Do not merely summarize.
• Avoid lengthy quotes, but use quotation marks and clear citations if you do quote. See
A. and B. on Pp. 69+ in Raimes for internal text illustrations.
• Proofread.
• Attach a Works Cited page. Use the model in #15 on Pp. 81-82 and Pp. 21-22 in
Raimes.
• Proofread carefully.
Key outcomes:
• Recognize that writing is a process of inquiry used both to discover and communicate
ideas;
• Demonstrate facility with basic genres of writing, particularly those related to argument;
• Use “language about language” that enables writers to think about the use of detail in
their own writing and the writing of others -- and to discuss their own strengths and
difficulties as working writers.
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Paper #2
-About Argument
Be sure to read the following prompt carefully, and respond directly to the
questions. Your answer must show you are familiar with the ideas discussed in the
assigned readings by Neusner, Brooks, and Navarette.
Each of these essays presents an argument, if only by implication. In determining the
argument consider tone, audience, and rhetorical strategies. How do they help you
understand the focus of the essay?
In your response, do the following:
1. Express, in your own words, each author’s claim – or thesis. Use transitions to connect
them. (This might comprise one long introductory paragraph.)
2. Explain which of the authors argues his claim most effectively. Why and how?
.
Support your point of view with examples from the reading, especially those that
illustrate rhetorical strategies. Avoid just giving your opinion without using textual
examples. You may also refer to the other two sources, for the sake of comparison, or
briefly include similar personal experiences. (This section might comprise several long
paragraphs.)
3. Conclude your paper with whatever you feel is an appropriate statement regarding all
three articles, but avoid simply repeating the same points you have already made clear.
(This section will probably be just one paragraph.)
A few important suggestions:
• Plan the paper by making lists of supporting points and examples the author uses.
• Do not simply summarize; analyze.
• Avoid lengthy quotes, but use quotation marks; and if you do quote or paraphrase, give
attribution. See Pp. 69+ in Raimes for parenthetical documentation (internal text
citations).
• Attach a Works Cited page. Use model in #15 on P. 81-82 and 21-22 in Raimes to
cover all three essays.
• Proofread carefully.
Key outcomes:
* Analyze an author’s specific rhetorical strategies in a given text;
* Evaluate the arguments/claims and supporting material presented in written texts with
respect to the relationships among language, knowledge and power, and context.
13
Paper #3
-About Values
Be sure to read the following prompt carefully and respond directly to the questions.
Your answer must show that you are familiar with the ideas discussed in the four
assigned readings by White, Alvarez, Gansberg, and Boorstin, respectively.
Based on the central claim --or thesis and support of each author’s values, which author
do you think discusses the importance of the respective values most effectively? What is
the tone of the author; and does it help to convince you or not? In your response, do the
following:
1. Express, in your own words the author’s claim or focus of the predominant value in the
essay. This should be a thoroughly developed introductory paragraph with a clear thesis.
2. Explain how the author makes the most effective case for the values expressed and
why. Some possible reasons might be memory, acceptance in culture, responsibility,
importance of image, vulnerability to media, or other values you feel the author stresses.
Argue your point of view about an essay’s effectiveness by using the author’s reasons,
examples, and rhetorical strategies. By this time, you should realize the “value” of being
specific. You may also refer to any of the other three authors, to class discussions, and to
personal experiences. As the body of your paper, this section will contain several
paragraphs.
3. Conclude your paper with an appropriate, non-redundant discussion of the
effectiveness of the article you chose. This conclusion should be limited to one
paragraph.
A few important suggestions:
• Do not merely summarize.
• Avoid lengthy quotes, but use quotation marks if you do quote; and clear citations if
you quote or paraphrase. See Pp. 69+ in Raimes for parenthetical documentation models.
• Attach a Works Cited page. Use model in #15 on Pp. 81-82 and 21-22 to cover all three
essays.
• Proofread carefully.
Key outcomes:
*Interpret, evaluate, and effectively incorporate a variety of others’ texts into your own
writing to support and extend your own ideas;
*Critique your own and others’ texts to develop your abilities in academic writing;
*Use the collaborative and social aspects of the writing process.
GRADING SCALE FOR ESSAYS
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Below are my criteria for your grades. However, each paper adds a writing technique that we
have covered in class since the last paper. Since the techniques then add a criterion to each paper,
you must add on those techniques to each category below. For example, the narrative essay added
strong consideration of sentence style.
90-100 : A- to A+
A superior paper, with a thinking voice
-Clearly focused in response to topic
-Fluent prose
-Well-organized and developed
-Supports with specific and appropriate detail illustrating main points
-Uses topic sentences, transitions, varied sentence structure, active voice,
appropriate diction
80-89: B- to B+
A good paper, not as impressive as A
-Responds to topic
-Develops ideas logically with appropriate details
-Varies sentence structure but may lack style
-Uses appropriate diction but erratic tone
-May be too terse or too wordy
-Uses sound grammar
70-79: C- to C+
An adequate paper, but not distinguished
-Covers topic but repeats and does not explore ideas
-Names but does not develop appropriate examples
-Controls sentence and paragraph structure but is weak in transitions
-Uses appropriate diction, but also clichés
-Has an overall but perfunctory plan
-Has lapses in logic
-Has occasional errors in grammar, punctuation, and/or spelling
50-59: D- to D+
An inadequate paper
-May respond to topic but repeats points or includes extraneous detail
-Fails to develop appropriate examples
-Lacks specific support for assertions and generalizations
-Has problems with logic
-Uses non-standard English, as well as grammatical and other mechanical errors
-50: F
A poor paper
-Does not respond to topic
-Has an accumulation of errors
-Loses control of paragraphs, sentences, tone
-Lacks coherence
-Uses unidiomatic language
-Is underdeveloped
Note: Any of these characteristics, depending on its prevalence in the paper, may result in its
respective grade.