1
English 1010–Writing
Theme: Race and the Law in America
Dr. Alice Kracke
Office: 202 Norman Mayer
Email: akracke@tulane.edu
Office Hours: M & W 12:00-2:00 pm, and by appointment
Course Description:
The purpose of English 1010 is to teach students to write clearly and to organize complex
arguments that engage in a scholarly way with expert knowledge. Toward that end,
students will learn to conduct independent bibliographic research and to incorporate that
material appropriately into the sort of clear, complex, coherent arguments that
characterize academic discourse. More specifically, in English 1010, students will learn
that to write clearly means that they must take a piece of writing through multiple drafts
in order to eliminate any grammatical errors or stylistic flaws that might undermine the
author-audience relationship. They will also learn that, to write with meaningful
complexity, they must learn to practice a variety of invention strategies, from the five
classical appeals to free-writing to commonplaces to analytic reading strategies to library
research––and to revise continuously the material generated by these methods. Students
will also learn that, in order to make coherent arguments out of the material generated
through these invention strategies without sacrificing complexity, their practice of
revision must be guided by certain principles of style and arrangement––for example,
principles of emphasis, cohesion, parallelism, figuration, and syntactic variation, to name
a few.
Also, students must grow adept in the genre of argument itself through work with models
and templates of the sort outlined in the standard rhetorics of argument (for example,
Williams, Heinrich, Toulmin, or Graff and Birkenstein). Students must learn, moreover,
that in order to create effective arguments they must cultivate strategies for analyzing the
texts of others––that is, they must grow adept at situating the texts of others in a context,
looking at them through the lens of some other body of thought to see how such a move
heightens the significance of certain elements of the text under analysis. And they must
learn strategies for active, critical reading, strategies for deciphering why a text might be
arranged a certain way and what that arrangement might mean as well as strategies for
summarizing and paraphrasing and quoting. Also, they must learn to conduct research in
the library, evaluating sources, incorporating the work of others into their texts, and doing
so while following the proper conventions of citation endorsed by the Modern Language
Association. Finally, in order to maximize the students’ potential for developing these
abilities, the method of instruction in English 101, week by week, will be organized as a
hybrid that combines four different instructional modes: 1) discussions as appropriate to
a seminar; 2) hands-on, productive work as appropriate to a studio or lab; 3) brief
lectures; 4) regular one-on-one conferencing with the teacher. Through all of these
means, students in English 1010 will learn to produce clear, complex, coherent writing
with meaningful academic content.
2
Course Outcomes:
Students will learn how to write clearly and how to develop complex, coherent arguments
that engage with expert knowledge through independent scholarly research and correct
citation of sources.
Course Introduction:
Starting with Dr. Martin Luther King, Jr.’s seminal “I Have a Dream” speech, which he
gave in 1963, this course will focus on race as both construct and lived experience. More
specifically, we will examine how the law has for the past 50 years both perpetuated and
ameliorated systemic racism or, in his words, how it has honored as well as defaulted on
its “promissory note insofar as her citizens of color are concerned.” With an eye on
ethnicity, community, and identity, we will explore the ways that various writers have
spoken to this issue and how they––and you––view how the law has facilitated as well as
frustrated racial progress in America.
Required Texts:
Barnet, Sylvan and Hugo Bedau. Critical Thinking, Reading, and Writing, 7th Ed. Boston:
Bedford/St. Martin’s, 2011.
Beason, Larry and Mark Lester. A Commonsense Guide to Grammar and Usage, 6th Ed.
Boston: Bedford/St. Martin’s, 2012.
Assignments and Grading Policy:
You must submit all assigned work to fulfill the minimum requirements of the class. An
automatic “F” will be assigned for a final grade if you do not meet the minimum
requirements.
Unit 1: Analysis Essay
Short Paper 1––3 points
Short Paper 2––3 points
Short Paper 3––3 points
Participation ––1 point
Analysis Essay––15 points
Total for this unit––25 points
Unit 2: Problem/Solution Essay (foundation for research paper)
Short Paper 1––3 points
Short Paper 2––3 points
Short Paper 3––3 points
Participation––1 point
P/S Essay––15 points
Total for this unit––25 points
3
Unit 3: Classic Argument Using Toulmin Method
Short Paper 1––3 points
Short Paper 2––3 points
Short Paper 3––3 points
Participation––1 point
Argument Essay––15 points
Total for this unit––25 points
Unit 4: Problem/Solution Research Paper
Short Paper 1––3 points
Short Paper 2––3 points
Short Paper 3––3 points
Participation––1 point
Research Paper––15 points
Total for this unit––25 points
I will calculate final grades according to the following scale:
93–100: A
90–92: A87–89: B+
83–86: B
80–82: B77–79: C+
73–76: C
70–72: C67–69: D+
63–66: D
60–62: D59 and lower: F
Attendance Policy and Class Participation:
Students in English 1010 develop skills that will serve them for their rest of their
academic and professional lives. What’s more, no matter how well a student writes, he or
she can and should always cultivate these skills yet further. To do this, students must
come to class, participate in class activities, and sustain positive, productive membership
in the classroom community of student-writers. Thus, attendance, as well as punctual
arrival and participation are absolutely essential; moreover, cell phones must be silenced,
and text-messaging and emailing are strictly forbidden, for these disruptions, as with
tardiness, can be counted as absences.
When a student absence results from serious illness, injury or a critical personal problem,
that student must notify the instructor and arrange to complete any missed work in a
timely fashion. Students are allowed, over the course of the semester, to miss the
equivalent of one week of class without penalty. Thereafter, students will lose one-third
of their final grade for every unexcused absence from class. Once a student has
4
accumulated the equivalent of three weeks of unexcused absences, he or she has
automatically failed the class.
In order to enforce the attendance policy, the instructor will document the dates of every
student’s unexcused absences and file an “Absence Report Form” for any of their
students who accumulate four unexcused absences. These forms are sent to the student
and the student’s dean (the instructor retains the third copy). If the student’s attendance
problem results in his or her failing the course, the instructor should file a second
“Absence Report Form” recommending that the student be withdrawn from the course
with an F.
Academic Dishonesty:
This link will take you to the Newcomb-Tulane Code of Academic Conduct:
http://college.tulane.edu/code.htm. All students must take responsibility for studying this
code and adhering to it. We will devote some time in class to it. Our purpose, in these
discussions, will be not only to teach you how to avoid plagiarism and how to cite
sources but also to initiate you into the contemporary discussion of intellectual property
and the nuanced dynamics between individuality, authorship, and what’s sometimes
called intertextuality so that you can make informed and thoughtful choices about your
writing for the rest of your university career and later in life.
The Grade of “Incomplete”:
If a student has a legitimate excuse for being unable to complete all of the work for a
course, the instructor can give that student an “I” (Incomplete) on the final grade sheet. If
the student does not complete the work and the instructor does not change the grade,
however, that grade will revert to an F. The deadline for addressing incompletes varies
each semester but is usually about one month after the final exam period. Before a
student is given an “I,” the instructor will confirm with the student––in writing––exactly
what the student needs to finish and retain a dated copy of this correspondence in the
event that the student misses the deadline and then expresses confusion about the new
grade of “F.”
Students with Special Needs:
Students who need special help with the course, such as note-taking, free tutoring,
additional time, and/or a distraction-reduced environment for tests and final exams, may
contact the Goldman Office of Disability Services (ODS), located in the Center for
Educational Resources & Counseling (ERC). It is the responsibility of the student to
register a disability with ODS, to make a specific request for accommodations, and to
submit all required documentation. On a case-by-case basis, ODS staff determine
disability status, accommodation needs supported by the documentation, and
accommodations reasonable for the University to provide. University faculty and staff, in
collaboration with ODS, are then responsible for providing the approved
accommodations. ODS is located in the ERC on the 1st floor of the Science and
Engineering Lab Complex, Building (#14). Please visit the ODS website for more
detailed information, including registration forms and disability documentation
guidelines: http://tulane.edu/studentaffairs/erc/services/disabilityserviceshome.cfm
5
Participation Points:
This class is a workshop; therefore, I expect to participate daily. Disruptive behavior may
result in your permanent removal from the class. Unprofessional classroom behavior
includes creating disturbances in class, using a cell phone (talking, texting, or surfing the
web), sleeping in class (I will ask you to leave and mark you absent for the day), leaving
early, and arriving late. Please be on time, be prepared, remain until I dismiss the class,
and be considerate of your classmates. During each unit, I will award 1 point to reflect
your participation, which will include the two peer reviews you do on each other’s major
papers. The following is a general rubric for the class participation grade:
1
0
Student is productive and participates on a regular basis; student is prepared for
class; student is a positive influence on the class.
Student is disruptive, disrespectful (sleeping, texting, etc), or unprepared in class;
student has multiple unexcused absences; student rarely participates.
Please note that you will lose 1 point from your final essay grade if you fail to bring
a rough draft of at least 3 typed pages to the peer-review workshop, so a paper
awarded 14 points out of 15 would then receive a grade of 13. If you know will be absent
on the day of a peer-review workshop, please make arrangements with me in advance so
that your essay can still be included and you will not lose points.
Essay Submissions and Late Work Policy:
All written assignments must be typed and double-spaced. Pages (always hard copy)
should be numbered and held together by a staple. Your papers must be stapled before
you come to class to be accepted. Your name, my name, the name of the assignment, and
the date should appear in the upper left corner of the first page of the essay, per MLA
style.
Hard copies of essays are due at the beginning of class on the appointed date. I accept late
papers only in the case of excused absences. Any major assignment not submitted at the
appointed time due to an unexcused absence will lose two points per class period it is
late. That is, if you hand in work that would otherwise receive 13/15, it automatically
moves to 11/15 and so forth per class period it is late. A short paper submitted late will be
marked down one point per class period it is late. Note: after three class periods, a short
paper that has not been submitted will receive an automatic zero. I provide minimal
margin comments on late work, so please make sure to submit your work at the
appointed time. “Computer malfunction,” while unfortunate, is not an acceptable excuse
for late work. There are plenty of computers and printers at Howard-Tilton, so if you
experience problems with your personal computer, there are many alternatives.
Writing Center:
The University provides a free Writing Center for all Tulane students interested in
receiving extra, guided assistance with all aspects of the writing process. If you choose
to visit the Writing Center, be sure to bring a copy of the assignment with you. The
Writing Center is located on the first floor of the Mechanical Engineering Building. You
should call 865-5103 to schedule an appointment.
6
RUBRIC
FOR
ANALYSIS PAPER (15
POINTS POSSIBLE
CONTENT:INSIGHTS ARE …
many, complex, ambitious, surprising, and carefully situated among readings
3
somewhat familiar, few in number, simpler, and with limited relation to readings
2
only slight extensions of class discussion without real engagement with readings
1
discernible only as repetition of class discussion without relevance to reading
0
COMPLEXITY:THE PAPER AS A WHOLE OFFERS …
several insights disrupt a common-sense, first-glance at what’s analyzed
3
a few insights that shift the reader’s experience of what’s analyzed
2
only one insight that offers little by way of new perspective on what’s analyzed
1
no new insights at all
0
COHERENCE/ARRANGEMENT:FOCUS IS …
an elegant juxtaposition of the entity under analysis with the context enabling analysis
3
a more haphazard articulation of the dynamic between analyzed text and context
2
an awkward, even jumbled rotating between text and context
1
no discernible relation between what’s analyzed and the context enabling analysis
0
COHERENCE/STYLE:SENTENCES ARE…
varied in distinctive, consistent, original voice and memorable phrases
3
is less varied, voice less distinctive, occasional lapsing into the less-than-graceful
2
sentence-structure repetitive, dull, and often awkward
1
several sentences sufficiently ill-formed to distract reader from intended message
0
CLARITY: THE PROSE HAS…
No errors
3
only a few, very minor errors
2
a few errors that significantly distract the reader
1
several errors that significantly distract the reader
0
)
7
RUBRIC
FOR
PROBLEM/SOLUTION PAPER (15
POSSIBLE)
POINTS
CONTENT:IDEAS ARE …
many, complex, ambitious, surprising, carefully situated among readings
3
somewhat familiar, few in number, simpler, with limited relation to readings
2
only slight extensions of class discussion without real engagement readings
1
discernible only as repetition of class discussion without relevance to reading
0
COMPLEXITY:THE PAPER AS A WHOLE OFFERS …
timely, passionate, uniquely voiced articulation of an intricately logical conflict
3
less urgently felt, more generalized articulation of a simpler issue
2
flat rehearsal of fairly obvious truisms
1
a complete absence of any engagement with the potentials of the assignment
0
COHERENCE/ARRANGEMENT: FOCUS IS …
achieved through many subtle strategies of coherence, cohesion, and emphasis
3
sustained but a few, rather minor transitions could be improved
2
compromised by more than one very abrupt, graceless transition
1
not achieved because strategies of coherence, cohesion, and balance too seldom used
0
COHERENCE/STYLE:SENTENCES ARE …
varied in distinctive, consistent, original voice and memorable phrases
3
is less varied, voice less distinctive, occasional lapsing into the less-than-graceful
2
sentence-structure repetitive, dull, and often awkward
1
several sentences sufficiently ill-formed to distract reader from intended message
0
CLARITY:THE PROSE
HAS
…
No errors
3
only a few, very minor errors
2
a few errors that significantly distract the reader
1
several errors that significantly distract the reader
0
8
RUBRIC
FOR
CLASSIC ARGUMENT (15
CONTENT:CLAIM
IS
POSSIBLE POINTS
…
important, delivered with sufficient warrants and evidence to be persuasive
3
not as important, nor crafted well enough to be altogether persuasive
2
delivered with an argument too flawed to be persuasive at all
1
not discernible, nor is any argumentative craft
0
COMPLEXITY:ARGUMENT …
is multi-dimensional, re: kinds of evidence, warrants, and counter-arguments
3
offers more limited evidence, warrants, counter-arguments
2
is weakened by overmuch simplicity in evidence, warrants, counterarguments
1
is missing a key element, either evidence, warrants, or counterarguments
0
COHERENCE / ARRANGEMENT:ARGUMENT …
follows the “they say, I say” template and larger craft with subtlety and elegance
3
follows the template and elements of craft more formulaically
2
follows the template and elements of craft almost not at all
1
is unformed
0
COHERENCE / STYLE: SENTENCES
ARE
…
varied in distinctive, consistent, original voice and memorable phrases
3
is less varied, voice less distinctive, occasional lapsing into the less-than-graceful
2
sentence-structure repetitive, dull, and often awkward
1
several sentences sufficiently ill-formed to distract reader from intended message
0
CLARITY: THE PROSE
HAS
…
No errors
3
only a few, very minor errors
2
)
9
a few errors that significantly distract the reader
1
several errors that significantly distract the reader
0
RUBRIC
FOR
RESEARCH PAPER (15
POINTS POSSIBLE
CONTENT:THE TOPIC …
has been articulated as important question that the research answers
3
has either not yielded an important question or research that answers it
2
has neither yielded an important question nor any research that answers it
1
is never defined adequately nor linked to any relevant research
0
COMPLEXITY:THE RESEARCH
QUESTION
…
has multi-dimensional, contestable answers and implications
3
has a simpler array of answers and few implications
2
has only one, incontestable answer and one implication
1
has no conclusive answer nor any clear implications
0
COHERENCE/ARRANGEMENT:THE MOVEMENT …
from important question to researched answers is subtle and engaging
3
from important question to research answer is simpler, more abrupt
2
from important question to researched answer breaks into two halves
1
from important question to research answer is never made
0
COHERENCE / STYLE:SENTENCES
ARE
…
varied in distinctive, consistent, original voice and memorable phrases
3
is less varied, voice less distinctive, occasional lapsing into the less-than-graceful
2
sentence-structure repetitive, dull, and often awkward
1
several sentences sufficiently ill-formed to distract reader from intended message
0
CLARITY: THE PROSE
No errors
HAS
…
3
)
10
only a few, very minor errors
2
a few errors that significantly distract the reader
1
several errors that significantly distract the reader
0
Readings and Assignments
This is a Tentative Schedule for the semester. It is your responsibility to know about
changes to the schedule, which will be announced in class and posted to the
Assignment/Announcements area of Blackboard.
Week 1
Monday, Jan. 14
Introduction to course and discussion of syllabus.
 Homework for Wednesday: Read Dr. King’s “I Have a Dream” speech, pp. 541545; pp. 73-75 re/logos, pathos, and ethos; pp. 37-40 re/paraphrasing vs.
summarizing.
Wednesday, Jan. 16
Answer any syllabus questions. Discuss readings, figurative language (#1 p. 544), and
respond in writing to #6 re/King’s speech on pp. 545.
 Homework: Read Chris Rose’s piece, “Tutti Frutti,” posted on Blackboard. Short
paper #1––Summarize the essay in one paragraph of at least 5 sentences (half a
page) in which you identify his thesis. Bring to class Friday.
Friday, Jan. 18
Read several student summaries and discuss logos, pathos, and ethos in Rose essay.
Discuss instructions for Analysis essay.
Week 2
Monday, Jan.21
DR. MARTIN LUTHER KING, JR., HOLIDAY
Wednesday, Jan. 23
Discuss second Chris Rose essay on post-Katrina New Orleans (to be determined.)
 Homework: Read Tara McPherson’s “No Natural Disaster: New Orleans, Katrina,
and War,” posted on Blackboard, and bring that essay to class Friday. Short paper
#2––Bring a paragraph-by-paragraph summary (one page) to class Friday. Use
one sentence to summarize each paragraph.
Friday, Jan. 25
Discuss McPherson’s essay and have several students share summaries.
 Homework: Read Judith Jackson Fossett’s essay, “Sold Down the River,” posted
on Blackboard, and bring that essay to class Monday. Short paper #3––Bring a
one-sentence paragraph-by-paragraph summary (one page) of the essay to class
Monday, along with your summary of McPherson’s essay.
11
Week 3
Monday, Jan. 28
Discuss Fossett essay and have several students share summaries.
 Homework: Write a draft of analysis essay and bring to class Wednesday.
Wednesday, Jan. 30
Peer review: have a classmate read draft and answer questions.
 Homework: Revise draft and bring new version to class Friday for peer review.
Friday, Feb. 1
Peer review: have a second classmate read draft. Discuss style and grammar basics [to be
determined].
 Homework: Revise draft and bring final version to class Monday along with A
Commonsense Guide to Grammar and Usage.
Week 4
Monday, Feb. 4
 ANALYSIS ESSAY DUE (at least 4 pages): at beginning of class.
Discuss Problem/Solution instructions and cover components of P/S essays generally.
Discuss example of Louisiana Supreme Court Chief Justice Bernette Johnson.
 Homework: Read Peggy McIntosh’s essay, “White Privilege: Unpacking the
Invisible Knapsack,” posted on BB. Identify and write down five problems from
your community regarding race that concern you. REMINDER: This paper will
serve as the genesis for your Research Paper, which you will write at the end of
the semester, so pick a topic that interests you personally.
Wednesday, Feb. 6
Pick your top three topics and free write a paragraph regarding each. Share with class and
discuss.
 Homework: Pick your topic for Problem/Solution essay. Short paper #1––In at
least one and a half pages, offer a solution to it (i.e., state your thesis) and bring to
class Friday.
Friday, Feb. 8
Small group work: Share short papers with each other and identify a counterargument in
one classmate’s paper. Present informally the counterargument you identify.
Week 5
Monday, Feb. 11
MARDI GRAS HOLIDAY
12
Wednesday, Feb. 13
Work on outline for P/S paper.
 Homework: Read section on definitions and assumptions, pp. 76-82, and rational
appeals, pp. 88-99. Short paper #2—Bring outline (at least one and a half pages)
of P/S paper to class Friday.
Friday, Feb. 15
Discuss definitions, assumptions, and rational appeals. Introduce non-rational appeals,
pp. 99-102, and discuss satire in context of a P/S paper.
 Homework: Read Jonathan Swift’s “A Modest Proposal,” pp. 217-224. Short
paper #3—Identify P/S components of Swift’s satire and bring to class Monday
(one page).
Week 6
Monday, Feb. 18
Discuss “A Modest Proposal.” Work on draft of P/S paper.
 Homework: Read Jeff Jacoby’s “Bring Back Flogging,” pp. 192-194.
Wednesday, Feb. 20
Answer question #3 on p. 194, in which you take a position pro or con re/flogging.
 Homework: Write a draft of P/S paper and bring to class Monday.
Friday, Feb. 22
Peer review.
Homework: Revise draft and bring new version to class Wednesday.
Week 7
Monday, Feb. 25
Peer review. Sign up for mid-semester conferences with me.
 Homework: Using classmate’s comments, revise draft and bring final version to
class Friday along with Commonsense Guide to Grammar.
Wednesday, Feb. 27
 PROBLEM/SOLUTION ESSAY DUE (4 pp). Discuss style, particularly reducing
forms of “to be” and passive voice.
 Homework: Read material on premises, syllogisms, deduction, sound arguments,
and induction, pp. 82-88.
Friday, Mar. 1
Discuss examples of induction and deduction as well as instructions for Classic
Argument. Sign up for mid-semester conferences with me.
 Homework: Read Robert M. Gates’ editorial, “A Better Missile Defense for a
Safer Europe” (posted on Blackboard).
Week 8
Monday, Mar. 4
Discuss Gates editorial as an example of inductive reasoning.
13

Homework: Read Ana Lisa Raya’s “It’s Hard Enough Being Me,” pp. 119-121.
Short paper #1––In at least one and a half pages, answer #3 on p. 121 and bring to
class Wednesday.
Wednesday, Mar. 6
Discuss Raya essay as an example of deductive reasoning and have three students
volunteer to read their responses.
 Homework: Read Toulmin section, pp. 337-342.
Friday, Mar. 8
No class: conferences in my office.
Week 9
Monday, Mar. 11
Discuss Toulmin terminology.
 Homework: Read Susan Jacoby’s essay, “First Amendment Junkie,” pp. 342-344.
Wednesday, Mar. 13
Discuss application of Toulmin terminology to “A First Amendment Junkie.”
 Homework: Read Michael Dukasis and Daniel J. B. Mitchell’s essay, “Raise
Wages, Not Walls,” pp. 345-347. Short paper #2––Answer questions on pp. 347348 and bring to class Friday. This should be at least one page.
Friday, Mar. 15
Discuss Toulim terminology in connection w/Dukakis and Mitchell essay.
 Homework: Brainstorm on topic for Classic Argument using invention method of
your choice. Bring to class Monday.
Week 10
Monday, Mar. 18
Writing workshop: break into small groups and share topics. Respond in writing to each
other’s topics.
 Homework: Short paper #3––Do an outline of Classic Argument (at least one
page) and bring to class Friday.
Wednesday, Mar. 20
Work on draft of Classic Argument in class.
 Homework: Revise draft and bring new version to class Friday for peer review.
Friday, Mar. 22
Peer review.
 Homework: Revise draft and bring final version along with Commonsense Guide
to Grammar to class Wednesday after Spring Break.
14
Week 11
Monday, Mar. 25
SPRING BREAK
Wednesday, Mar. 27
SPRING BREAK
Friday, Mar. 29
SPRING BREAK
Week 12
Monday, Apr. 1
SPRING BREAK
Wednesday, Apr. 3
 CLASSIC ARGUMENT DUE (4 pp.). Discuss Research Paper instructions as
well as source citation, plagiarism, and the Newcomb-Tulane Code of Academic
Conduct.
 Homework: Do online plagiarism quiz and send a screen shot of results to me.
Friday, Apr. 5
Discuss parenthetical citation, MLA format, and the Works Cited page.
Week 13
Monday, Apr. 8
Library visit for research tutorial.
 Homework: Print and bring to class seven possible sources for research paper.
Short paper#1––Write a one-sentence summary (half a page) of each source and
bring to class.
Wednesday, Apr. 10
Pick which five sources you plan to use and write down why/how each one pertains to
your thesis.
 Homework: Short paper #2––Do an annotated bibliography of at least three
sentences (half a page) for each source and bring to class Friday along with
Commonsense Approach to Grammar.
Friday, Apr. 12
Work on incorporating sources into Paper #2.
 Homework: Read James Baldwin’s “If Black English Isn’t a Language, Then Tell
Me, What Is?” and Henry Louis Gates, Jr.,’s “Whose Culture Is It, Anyway?”
(both posted on BB). Short paper #3––Compare and contrast Baldwin and Gates’
essays (at least one page) and bring to class Monday.
15
Week 14
Monday, Apr. 15
Discuss Baldwin and Gates essays.
 Homework: Read Arundhati Roy’s “The Algebra of Infinite Justice” (on BB).
Wednesday, Apr. 17
Discuss Roy essay.
 Homework: Read Edward Said’s “Blind Imperial Arrogance” (on BB).
Friday, Apr. 19
Discuss Said essay.
 Homework: Read excerpt from Lawrence Powell’s book, The Accidental City (on
BB).
Week 15
Monday, Apr. 22
Discuss Powell piece.
 Homework: Write a five-page draft of research paper and bring to class
Wednesday.
Wednesday, Apr. 24
Peer review.
 Homework: Revise draft and bring new version to class Friday.
Friday, Apr. 26
Peer review.
 Homework: Revise draft and bring final version to class Monday.
Week 16
Monday, Apr. 29
 RESEARCH PAPER due (6 pp.). Have a great break!
Appendix: Freshman Writing Essay Outcomes
In this course, students should learn how to write a superior paper suitable for their
course-work in the university. All superior papers demonstrate a preponderance of the
attributes listed below. The difference between an A and a B paper will depend upon the
degree to which the paper achieves these outcomes. An inferior paper exhibits relatively
few of these attributes. The difference between a C, D, or F paper depends upon the
degree to which the paper fails to achieve these outcomes. Each instructor will elaborate
16
a grading rubric based on this framework.
1. The paper is organized around an arguable thesis statement. It uses textual analysis
or scholarly research to pinpoint a controversial or inadequately understood problem. The
introductory paragraph indicates the purpose of the argument for specific audiences and
suggests the significance of the problem. In other words, if the paper is for the analysis
unit or the research unit, rather than the argument unit, it should nonetheless present and
support a contestable thesis, for all academic writing constitutes ‘argument’ in this broad
sense. In the argument unit itself, papers will develop arguments in more narrowly
defined, formal ways of the sort associated with the major templates for arguments
(Toulmin, Graff-Berkenstein).
2. The thesis statement guides the development of the argument in a logical way. The
topic sentences of the paragraphs supporting the thesis statement articulate the logical
steps in the argument.
3. Each paragraph develops a step in the logic of the argument and moves the discussion
to the next step. Paragraphs are unified around a topic sentence, and the topic sentences
of the paper, taken together, form the spine of the argument.
4. The argument develops by taking into account objections and counterarguments that
add complexity. Claims are substantiated by valid warrants, from expert sources as
required. Complexity is also achieved through a sustained engagement with various
invention strategies, so that arguments are rich, nuanced, and thoughtful, not superficial
or formulaic.
5. The conclusion to the paper may have been telegraphed in the introduction, but this
paragraph synthesizes and summarizes the findings of the essay, while indicating their
significance. Ideally, it will indicate some avenues for further research and discussion.
6. All papers are expected to conform to MLA style and to avoid grammatical and
stylistic errors.
17
In addition to the four major essay assignments, instructors will assign short assignments
to improve student facility with one or another of the building blocks of the superior
paper.