ENGLISH 401: ADVANCED WRITING
Black Hills State University
Spring 2013/ 3 Credit Hours
_________________________________________________________________________________________________
Instructor:
Dr. Courtney Huse Wika
Office Phone:
642-6922
E-mail:
Courtney.HuseWika@bhsu.edu
Office Location:
Writing Center in E.Y. Berry Library and Learning Center
Office Hours:
MW 10:00-11:30 a.m., and by appointment
Meeting Times:
TTH 9:30-10:45 a.m., MH 207
Course Website:
http://www.bhsu.edu/courtneyhusewika
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Catalog Description
Advanced Writing will give students the opportunity to strengthen and extend their
writing skills and to make intellectual connections between their major field of study and
the other fields of study they have encountered during their college education. The course
will review primary writing techniques, but the emphasis will be allowing students to
develop their own styles and voices. The course will add to the reading, writing, and
thinking experiences accumulated in and outside the student's major.
Prerequisite: A grade of ‘C’ or better in ENGL 101 and ENGL 201
Technology Prerequisite: Ability to use Microsoft Word, the Internet, and email.
Course Overview & Instructional Methods
In this class, you will learn to rhetorically analyze written and visual texts that
simultaneously respond to different rhetorical situations and explore contemporary
society. You will read a number of scholarly articles and essays from social critics,
philosophers, and professional writers, and you will learn to write yourself into these
often complex situations by interpreting multiple kinds of texts, experimenting with
different types of writing, thinking creatively, writing compellingly, and by learning to
distinguish between your voice and the voices of other writers.
This course is designed as a writing workshop, which means that almost every class
meeting will include writing and in-depth discussions of course material. This course
encourages the development of critical reading strategies and writing skills that are
needed in many rhetorical situations both in college and outside of the academic world.
Required Texts and other Materials
 Ways of Reading: An Anthology for Writers. 9th edition. David Bartholomae and
Anthony Petrosky. ISBN-13: 978-0312570910.
 Access to E.Y. Berry Library (for course reserves)
 E-mail and regular WWW access
Grade Distribution
 Workshops and Peer Groups
 Midterm Exam
 In-class and Take-home Writings and Quizzes
 Essay 1-4 (10% each)
 Essay 5
10%
10%
25%
40%
15%
THE ASSIGNMENTS
The In-Class and Take-Home Writings and Quizzes
Frequent in-class and take-home writings will be scheduled during class time to facilitate
discussion and generate essay ideas. These writing assignments will be graded solely on
content, rather than form, and are not expected to be typed. However, they must be
legible, so please be aware of penmanship. These assignments will be graded from 10-50
points, depending on the formality and length of the assignment. Quizzes may also be
used to ensure that students are maintaining their reading schedule.
The Workshops and Peer Groups
Through peer review workshops we not only develop critical reading skills, but also
critical writing skills that will ultimately help us evaluate our own writing. We will
participate in various small-group and whole-class workshops throughout the course of
the semester.
Critiquing is not mean-spirited, nor is it happy, sappy pats on the back. One thing to
remember when critiquing the work of your peers is that you get back only as much as
you contribute. Be honest. Be fair. Be insightful.
The Rewrites
Revisions are not scheduled into the course for all papers. However, students are
invited to visit with me within one week of a returned paper to discuss rewrite
options.
The Class Reading, Writing, and Participation
Students are expected to be involved in class. Active and engaged in-class participation in
writing exercises, class discussions, and workshops is expected. The quality of this class
is directly related to the quality of discussions and participation, so students must take
responsibility by asking questions, bringing up ideas, and responding to their peers.
Students are responsible for completing assignments and readings (even if said readings
are not discussed in class), taking notes, and participating in class discussions and
exercises.
COURSE POLICIES
Email Policy
Emails addressed to your professor should be written in standard American English, with
complete sentences and correct grammar and punctuation. Emails written in “text-speak”
will be returned to the sender unanswered because I will be weeping too hard to compose
a response. For emails received after 9:00 p.m., the professor reserves the right to defer
replies until morning.
Conference and Feedback Policy
You may submit a draft (or partial draft) to me at any time for feedback; unless
otherwise noted, assignments must be submitted no later than 48 hours before the
assignment is due, to give you ample time for revision. In addition to the feedback
option, you may request an individual conference at any time to discuss your work.
Attendance and Late Assignment Policy
According to the Academic Catalog: “In general, enrollment in a class implies the
responsibility for attending each class session. However, the attendance policy for a
specific class is at the discretion of the faculty member…. Students will be allowed to
make up graded work if an absence is due to participation in university-sponsored
activities, provided prior notification of the impending absence has been given to the
instructor” (81).
Because this is a hands-on, discussion- and workshop-oriented class, attendance is a
significant factor for success in this course. You will be allowed three absences during
the course of the semester. For each absence beyond these, there will be a 50-point
deduction from your final grade. Six or more absences during the semester may result in
a failing grade or an instructor-initiated drop. Chronic tardiness during class discussion
may also count as absences at my discretion.
You are responsible for turning in assignments before the missed class. Students who
must miss class due to an official University event must let the instructor know in
advance (with appropriate documentation) in order to make up the missed in-class
exercises or quizzes. In the event of an unexpected serious illness or if you are a
commuting student who must miss class due to severely inclement weather, you must
contact the instructor and provide appropriate documentation to make arrangements for
make up work.
Major writing assignment deadlines that are missed will result in a reduction of one full
letter grade per class period late. Other assignments, including in-class writings and
workshops, the final exam, and the final research paper, will not be accepted late.
Extensions on major writing assignments will only be granted if they are requested at
least 24 hours in advance.
Class Etiquette Policy
Because writing courses rely heavily on the interaction of individuals in both small and
large groups, you will need to share your ideas and your writing in a manner respectful of
different positions and perspectives. Civility and tolerance in this situation are clearly
vital, but in addition, working productively with others in class is an important rhetorical
skill. To foster this productive classroom and learning environment, I will take actions to
reduce behaviors that may compromise such a setting.
Class disruptions will not be tolerated. In class, all cell phones and electronic devices
will be turned off, and you will refrain from sending email and instant messages,
working online, or reading any material not specifically related to the course. If
disruptions such as these occur, you may be asked to leave the class and will be counted
absent for the day.
UNIVERSITY POLICIES
Academic Integrity
The 2007-08 BHSU Student Handbook defines “plagiarism” as follows:
the use, by paraphrase or direct quotation, of the published or unpublished work
of another person without full and clear acknowledgement consistent with
accepted practices of the discipline;…the unacknowledged use of materials
prepared by another person or agency engaged in the selling of term papers or
other academic materials. (25)
Plagiarism is act of taking another writer’s words or ideas and presenting them as your
own without quotation marks, an in-text citation and source introduction, and a works
cited entry. Plagiarism constitutes theft and fraud. Not only do you cheat yourself out of
your own education, you literally steal from the writer whose work you have taken.
The consequences of plagiarizing are many, but the immediate effect on a student’s
course standing is left to the discretion of the instructor. In almost all cases, the student
will be given a zero for the assignment for the first offense, and failed for the course for
the second. Please note: all incidents will be reported to Dr. Curtis Card, VP of
Academic Affairs.
Statement on Freedom in Learning
The following statement is required by the South Dakota Board of Regents.
Under Board of Regents and University policy student academic performance
may be evaluated solely on an academic basis, not on opinions or conduct in
matters unrelated to academic standards. Students should be free to take reasoned
exception to the data or views offered in any course of study and to reserve
judgment about matters of opinion, but they are responsible for learning the
content of any course of study for which they are enrolled. Students who believe
that an academic evaluation reflects prejudiced or capricious consideration of
student opinions or conduct unrelated to academic standards should contact the
chair of the department in which the course is being taught to initiate a review of
the evaluation..
Disabilities
Reasonable accommodations, as arranged through the Disabilities Services Coordinator,
will be provided students with documented disabilities. Contact the BHSU Disabilities
Services Coordinator, Mike McNeil, at 605-642-6099 (Woodburn 134), fax number 605642-6095, or via email at mike.mcneil@bhsu.edu for more information. Additional
information can also be found at:
http://www.bhsu.edu/StudentLife/Leaming/DisabilityServices/tabid/
162/Default.aspx
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Grading Criteria for English 401 Essays
In addition to meeting essay requirements, the essay:
demonstrates clear and consistent mastery (Grade of A):
 essay shows sophisticated depth, fullness, and complexity of thought
 ideas are well supported with clearly appropriate examples and evidence
 essay demonstrates consistently clear, focused, unified, and coherent organization
 thesis is well defined and sophisticated
 use of scholarly research is thoughtful; research has been integrated effectively
 documentation (MLA) is correct, with very few errors
 essay demonstrates an insightful awareness of style, voice, and language that
indicates a sophisticated command of the material
 very few (and only minor) errors in grammar, punctuation, mechanics, and
sentence structure are evident
demonstrates reasonably consistent mastery (Grade of B):
 essay shows adequate depth, fullness, and complexity of thought
 ideas are supported with generally appropriate examples and evidence
 essay demonstrates clear, focused, unified, and coherent organization, with few
organizational flaws
 thesis is clear and easily recognizable
 scholarly research is appropriate and has been integrated correctly
 documentation (MLA) is generally correct, with some errors
 essay demonstrates a strong awareness of style, voice, and language
 few errors in grammar, punctuation, mechanics, and sentence structure are evident
demonstrates adequate mastery (Grade of C):
 essay shows clarity of thought but may lack complexity
 ideas are supported with examples and evidence, although examples might not
always be appropriate or effective
 essay is generally well organized





essay contains a recognizable thesis statement
scholarly research is adequate but may be integrated awkwardly or ineffectively
essay demonstrates an attempt to use a recognizable documentation style (MLA),
with some errors
essay demonstrates some awareness of style, voice, and language
some errors in grammar, punctuation, mechanics, and sentence structure are
evident, with perhaps a pattern of major errors
may not meet requirements and/or demonstrates developing mastery (Grade of D):
 ideas are sometimes supported with examples, but essay relies on generalizations
or underdeveloped ideas; essay is characterized by simplistic or stereotyped
thought
 essay may demonstrate problems in paragraph unity and transitions; thesis may be
missing or unclear
 scholarly research is poorly chosen and integrated ineffectively; contains
consistent MLA errors
 essay demonstrates little awareness of style, voice, and language
 multiple errors in grammar, punctuation, mechanics, and sentence structure are
evident
may not meet requirements and/or demonstrates little or no mastery (Grade of F):
 essay relies heavily on generalizations or underdeveloped ideas; examples and
evidence are missing; essay demonstrates stereotyped thinking about the topic
 is poorly organized and/or focused or demonstrates problems with coherence or
progression of ideas; thesis is missing, unclear, or unrecognizable
 scholarly research is poorly chosen/missing and integrated ineffectively; MLA
documentation is incorrect
 style, voice, and language are severely lacking
 multiple patterns of error in grammar, punctuation, mechanics, and sentence
structure are evident
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TENTATIVE SCHEDULE: ADVANCED WRITING SPRING 2013
*Note: The addition or revision of readings, homework, in-class writings,
workshops, and other assignments is subject to the professor’s discretion.
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Th. January 10
 Introduction to Class
UNIT 1: METAPHOR
T. January 15
 Rios: “Translating Translation: Finding the Beginning” (p. 504)
Th. January 17
 Porchia: “Voices” (p. 475)
January 18th: Last Day to Drop without Transcript Entry
T. January 22
 Carson: “Short Talks” (p. 264)
Th. January 24
 Biss: “The Pain Scale” (p. 170)
T. January 29
 Essay #1 Due
UNIT 2: WAYS OF SEEING
Th. January 31
 Baudrillard: from The System of Objects (course reserves)
T. February 5
 Baudrillard: “Simulacra and Simulations - I. The Precession of Simulacra”
(http://www.mariabuszek.com/kcai/GenresMedia/Readings/BaudrillardPr
ecession.pdf)
Th. February 7
 Berger: “Ways of Seeing” (p. 139)
T. February 12
 Berger, continued
Th. February 14
 Artists’ Roundtable
T. February 19
 No Class: individual field trips
UNIT 3: FOUCAULT
Th. February 21
 Foucault: “Panopticism” (p. 279)
T. February 26
 Essay #2 Due
 Foucault, continued.
Th. February 28
 Midterm Exam
T. March 5—Th. March 7: SPRING BREAK
UNIT 4: READING CULTURE
T. March 12
 Essay #3 Due
 Bordo: “Beauty (Re)discovers the Male Body” (p. 187)
Th. March 14
 Butler: “Beside Oneself: On the Limits of Sexual Autonomy” (p. 240)
T. March 19
 Wallace: “Authority and American Usage” (p. 622)
Th. March 21
 Kipnis: “Reader Advisory” and “Love’s Labors” (p. 388)
T. March 26
 Essay #4 Due
 TBA
UNIT 5: MONSTER THEORY
T. March 26-T. April 30
Essay #5