ENGW 1111—First-Year Writing- Honors/ Fall 2019
CRN # 12474 T/F–8:00 – 9:40 297 Ryder
The Writing Studio/ Instructor: Carolyn Sirois
Office: 419 Lake Hall/ Email: c.sirois@neu.edu
Office Hours: Tues 10:30-11:30 and by appt/ Fri.10-11:00-- by appt./ Ryder Hall
Maya Lin in studio
“I feel that writing has been an integral part of my creative
process. It has allowed me to clarify and visualize the work,
becoming a material element of my work.”
Maya Lin Boundaries
“ Hamilton did not know it, but he had just written his way out of poverty.”
Ron Chernow Alexander Hamilton
“By the second chapter, I was like, ‘I know this guy,’ ” Mr. Miranda said. “Just the hustle
and ambition it took to get him off the island — this is a guy who wrote his way out of his
circumstances from the get-go. That is part and parcel with the hip-hop narrative: writing your
way out of your circumstances, writing the future you want to see for yourself. This is a guy
who wrote at 14, ‘I wish there was a war.’ It doesn’t get more hip-hop than that.”
Lin-Manuel Miranda New York Time
“A commitment to working at the edge of one’s own understanding is, we believe, what lies at
the heart of the educational enterprise.”
Richard E.
Miller and Ann Jurecic Habits of the Creative Mind
write to discover
write to communicate
write to reflect
“Writers make connections with the language they use, with the questions they choose to ask
and the sources they choose to interview.” Miller and Jurecic
“I think there are many reasons to collaborate. When you feel
caught in a particular pattern of thought or feeling, introducing a
new artistic energy may steer your imagination towards an
unexpected place that brightens your art and yourself.
Collaboration holds the potential to expand your perspective
and your work.” Poet Joshua Gottlieb- Miller
Course Overview
Welcome to English 1111 First-Year Writing—Honors. I invite you to consider our writing class
a writing studio where we share ideas, compose, create individually and collectively. Our writing
studio will be a space for discussing writing, writing about writing, experimenting, trying and
failing, trying and succeeding, staying within the familiar, breaking with the familiar, pushing
boundaries, taking a leap to the unknown writer in you. Our studio is a place for serious work,
playful work and all work in between! I look forward to a creative, productive and satisfying
semester for all of us.
We’ll explore genres, hybrid genres, and the context of writing. In the call to write for various
reasons and situations, you will negotiate goals for particular pieces of writing, consider your
audience and develop your voice as a writer. We will highlight the writing situation or visual
situation and audience(s) for each “text” you work with to illustrate the important relationship
between situation and audience. How does a particular writer, photographer, songwriter, rapper,
video artist, graphic designer convey ideas through her/his distinct medium, genre, style, form
and voice? How does the context of the writing shape what is produced? How might writing and
images work together to tell a story? to create an argument? to offer commentary and reflection?
What “gestures” is a particular writer, performer, artist making? What kinds of inquiry?
commentary? reflection?
You will gain versatility as a writer and gain a better understanding of visual rhetoric through
this semester’s writing projects. Each writing project of the semester asks you to engage with
ideas/issues raised in our readings, mixed genre projects and multimodal works. By generating
meaningful lines of inquiry around the ideas of each “text” written,visual, or auditory you will
contribute to the conversation. By considering your writing situation and audience as you pursue
lines of inquiry, you will refine your goals for a piece of writing, visual essay, multimodal work.
Through the act of writing, revision and reflection you will come to more nuanced, in-depth
understanding of the ideas you pursue and write meaningful pieces for yourself and your
audience.
Service-Learning Component of course—Our class will partner with 826 Boston - 3035
Washington St, Roxbury, this semester. You will each be asked to tutor five times this semester
–preferably early to mid- semester. You can choose from one of the following three places:
Edward M Kennedy Academy Writers' Room—grades 11-12 (Holmes Hall on campus)
BTU K-8 Writers' Room-- 25 Walk Hill St. Boston, MA
Burke Writers' Room—elementary - high school– 60 Washington St, Dorchester, MA
We have an S-L TA—Meagan Tsou, who will help with all the logistics of signing up and the
review your role as a tutor. Megan will go to training at 826 with you on Sat. Sept 21, facilitate
reflections on your experiences and answer any questions you might have. Meagan will be
attending our class, so she will have a good understanding of our three major writing projects
and the Semester Final Reflection. One project will be in response to your experience tutoring
students in one of the Writer’s Room.
The value of service learning works both ways—for the students you work with and for the
experience you gain as a tutor. Discussing writing with others gives insight into your writing, as
well as insight into the community you work with.
Meagan and I will have more information about the three sites and the process in the next few
classes.
Course Texts and Materials
• Selected chapters from: Habits of the Creative Mind Richard E. Miller and Ann Jurecic
Evocative Objects: Things We Think With ed. Sherry Turkle
The Object ed, Anthony Hudek/ Documents of Contemporary Art series
(these chapters will be available on Blackboard/ Cousre Documents)
• Selected on-line articles/links on Course Calendar
• access to Spotify or iTunes account
• Select youtube videos and Tedtalks
• Select art exhibits at the Museum of Fine Arts (MFA)
• Various readings on Blackboard/pdfs
• Please keep all material for writing projects in a folder. Print any reading that you access online—through a link or a pdf on BB.
• Please bring paper, writing tool, and your laptop or tablet to each class
Blackboard site
We will use the Blackboard site for this course to post responses to our mix of texts, writing
prompts, group work, writer’s notes, peer reviews and self-assessments/reflections, revision
memos and to receive various documents/material for each writing project.
Digication site/MyNEUfolio
You will use your Digication account to create an e-portfolio for composing and gathering work
for each writing project of the semester. Your e-folio includes the work of your process from
responding to texts and writing prompts, to gathering ideas to drafting and revising, along with
on-going peer reviews and reflections. Composing and collaborating in e-portfolios encourages
writing to develop organically and asks you to consider how this method of working impacts our
writing community and your own individual writing process.
Requirements and Polices for this Course
Grading Breakdown
Project # 1—Create/Connect/Across Genres --25% (process, final work, final reflection)
Project # 2—Create/ Collect/Inquiry/Review-- 25% (process, final work, final reflection)
Project # 3—Create/Collaborate/Multi-Modal Analysis--25%(process, final wk, final reflection)
You will receive specific guidelines for each project as we move through the semester.
Process includes early writing on various texts, gathering ideas, proposals, drafts, selfassessments, revision memos, peer reviews, ongoing reflections. Peer reviews are key
component of your process for each writing project.
• You must complete all the projects to pass this course.
Semester Final Reflection -- 15 %
Engaged Participation -- class discussions/ annotated readings/group work/ peer reviews-10%
Learning Goals
The Writing Program comprises First-Year Writing courses, Advanced Writing in the
Disciplines courses, and the Writing Center. The goals below apply to all three sites, but
our expectations for how well and to what extent students will accomplish the goals vary in each.
1. Students write both to learn and to communicate what they learn.
2. Students negotiate their own writing goals and audience expectations regarding
conventions of genre, medium, and situation.
3. Students formulate and articulate a stance through and in their writing.
4. Students revise their writing using responses from others, including peers,
consultants, and teachers.
5. Students generate and pursue lines of inquiry and search, collect, and select sources
appropriate to their writing projects.
6. Students effectively use and appropriately cite sources in their writing.
7. Students explore and represent their experiences, perspectives, and ideas in
conversation with others.
8. Students use multiple forms of evidence to support their claims, ideas, and
arguments.
9. Students practice critical reading strategies.
10. Students provide revision-based response to their peers.
11. Students reflect on their writing processes and self-assess as writers.
While all of these goals are important, and will all be addressed in some manner over the course
of your writing projects, each writing project will highlight key goals.
Writing Program Minimum Grade Requirement -- a minimum grade of C is necessary to fulfill
the First-Year Writing Requirement.A student must receive a grade of C or better in order to pass
all required writing courses in the Department of English. A grade of C or better is necessary for
graduation. Any student earning a C- or lower will need to repeat the course and pass with a C or
better to fulfill the writing requirement. The instructor makes the final decision with respect to
any grade between A and C. Any portfolio receiving lower than a C will be reviewed and signed
off on by a committee of 3-6 Writing Program instructors.
Grading Criteria
We will discuss specific grading criteria for each project; for now, note that
As are reserved for outstanding work --insightful, distinctive, exceedingly well written;
Bs indicate work that is very good- thoughtful, thorough, generally well written;
Cs indicate work that completes the assignment but may be thin, unimaginative, superficial, and/
or perfunctory; Ds indicate work that is incomplete, that demonstrates a misunderstanding of the
assignment, or is otherwise significantly flawed; Fs indicate work that is incomplete, missing, or
deeply flawed
Collaborative Learning and Participation
We are a writing community who work collectively to create a productive, engaging learning
environment. Your regular participation is essential to our collective learning.
With your committed efforts to the work we do in this writing class, you will be part of creating
a class dynamic that you enjoy and find intellectually stimulating.
To participate in class you need to come prepared--which means keeping up with the readings,
responses, postings on Blackboard, drafts, peer reviews. . . whatever has been assigned. Class
discussions, working in groups, reading the writing of your peers are on-going activities, so
being prepared is important for your contribution to that day's class.
Engaged participation is 10% of your grade. Participation includes class discussion on the
readings and assignments, group work, writing workshops—ranging from self- assessments to
peer reviews to on-going reflection and other activities. Your contribution makes a difference! If
you are shy or uncomfortable speaking in front of others, come talk to me about strategies you
can use.
Classroom Etiquette
Our classroom is a community where we all regularly work together and share ideas. In this
environment everyone should act respectfully toward each other, listen when someone is
speaking and be open-minded to diverse ideas and opinions.
On cell phones and laptops: Please turn cell phones off when entering class. (I do notice when
you text or check messages! So resist the temptation! ) Keep focus on the class— please be
present! We do use laptops regularly in class, but they are only to be used as directed--for
posting on BB, or Digication or doing research.
Conferences
Individual and group conferences are a regular part of our writing workshops—a means for ongoing discussion of your work in progress. I encourage you to meet with me during office hours
as well or make an appointment.
Due Dates/Late Work
You are expected have any reading done on the day it is due so you can fully participate in our
class work of the day. All written work must be turned in by the due date, whether due for a class
meeting or outside of class. The majority of your work will be submitted electronically to BB or
to your e-portfolio--clear dates/ times are specified on the course calendar. Falling behind in
assignments at any phase of the process impacts your progress on the work of a writing project,
your successful completion of that project and your contribution to our writing community. Late
work will impact final evaluation if other arrangements have not been made. When there are
unavoidable life circumstances or an emergency that effect your work during the semester, you
must contact me immediately to discuss the particular situation.
Writing Program Policies
http://www.northeastern.edu/writing/writing-program-policies/
We will review the full information on website regarding policies and all are responsible for
following WP policies.
Attendance and Lateness--no more than two absences allowed in a class that meets twice a week
A few additional points related to attendance:
•If you anticipate an absence, discuss it with me beforehand.
•If you are seriously ill or injured, or if you have a family crisis that makes it impossible for you
to attend class, contact your advisor and me right away.
•Tardiness is disruptive to the class. Please be prompt in attending class. It is necessary both as a
courtesy to others and to be present from the beginning when the day's activities are being
discussed. If for some reason you arrive late, please check in with me at the end of class in order
to be marked present.
• If you miss a class, you are responsible for assignments due the day you missed and responsible
for work due on the day you return.
Because writing classes are conducted workshop-style and focus on revision, a student who
misses too many class meetings is not earning credit for the same course as the rest of the class.
In that case, the instructor may suggest that the student withdraw from rather than fail the course.
Students have the right to a limited number of excused absences for conditions listed in the
Northeastern University Attendance Requirements, including absences due to specific universitysponsored activities, religious holidays, military deployment, and jury duty. Students are
responsible for notifying instructors in writing when facing an extended leave of absence or
extenuating circumstances. Please note that University Health and Counseling Services will not
issue documentation of students’ illnesses or injuries.
Email and Duo Policy
All students in Writing Program classes must use their Northeastern email addresses in order to
receive email from their instructors and to access Blackboard sites for their writing courses. This
ensures your emails will not mistakenly end-up in a spam folder and protects you against
security attacks.
Academic Integrity
Northeastern University is committed to the principles of intellectual honesty and integrity: the
Northeastern Academic Honesty and Integrity Policy may be found at
http://www.northeastern.edu/osccr/academic-integrity-policy/
The Office of Student Conduct and Conflict Resolution (OSSCR) website
(http://www.northeastern.edu/osccr/) provides extensive information on student conduct, the
disciplinary process, and the range of available sanctions. All members of the Northeastern
community are expected to maintain complete honesty in all academic work, presenting only that
which is their own work in tests and assignments. In writing program classes, this definition of
plagiarism applies not only to borrowing whole documents, but also to borrowing parts of
another’s work without proper acknowledgment and proper paraphrasing or quotation. We will
discuss effective and responsible use of sources throughout the semester.
Course Evaluations
Evaluations from English Department
Our department has evaluation forms that ask questions specific to the kinds of course we teach,
so I will ask you to fill these our at the end of the semester.
TRACE (Teacher Rating and Course Evaluation)-- University wide evaluations
At the end of the semester you will be asked to complete an electronic evaluation of the
course and your instructor. This electronic evaluation is called TRACE. Please fill out
this evaluation at the end of the semester.
Collection of Student Work for Program Assessment
Your instructor may be asked to submit one or more samples of your writing to the Writing
Program Assessment Committee for the purpose of program assessment. Student work is
randomly selected and used solely for the purpose of program-level assessment. Looking at
student writing from a programmatic perspective helps us improve our program. Student writing
collected for this purpose is never circulated outside the Writing Program for any reason. While
we cannot guarantee that all identifying information will be removed from all materials read by
Writing Program evaluators, we report only aggregate data to those outside the program; no
teachers or students are identified in these reports. If you have any questions or concerns about
our program assessment, feel free to contact Professor Mya Poe, Writing Program Director, at
m.poe@northeastern.edu
University Resources – Services Available to Students
Writing Center Support for Students/ The Writing Center
The Northeastern University Writing Center offers free and friendly tutoring and for any
level of writer, including help with conceptualizing writing projects, the writing process (i.e.,
planning, researching, organizing, drafting, and revising), and using sources effectively. The
Writing Center has two locations: 412 Holmes Hall (617-373-4549) for advance appointments
and 136 Snell Library (617-373-2086) for walk-in appointments. Online appointments are
also available. Hours vary by location. To make an appointment or learn more about the
Writing Center visit our website at https://cssh.northeastern.edu/writingcenter/ or email
WritingCenter@northeastern.edu. For writing tips and updates about the Writing Center,
follow us on Facebook at NEUWritingCenter and Twitter @NU_Writes.
Peer Tutoring
The Peer Tutoring Program offers a wide range of tutoring services to meet the academic needs
of the undergraduate students in many of the introductory level courses, as well as some of the
upper-level courses in the NU Core. The goal is to create synergy among students, faculty, and
tutors in a collaborative academic environment where the student's personal and academic
growth and development is a priority. If you are in need of academic assistance, contact the Peer
Tutoring Program Monday through Friday from 9:00AM to 6:00PM. Peer Tutoring services are
FREE and open to all NU undergraduate students. Peer tutoring begins the second week of
classes and ends the last day of classes. The Peer Tutoring Program is located in
1 Meserve Hall. Call 617-373-8931 or email MyNEUpeertutoring@gmail.com for more
information. www.neu.edu/peertutoring
Disability Resource Center
The university’s Disability Resource Center works with students and faculty to provide
students who qualify under the Americans With Disabilities Act with accommodations
that allow them to participate fully in the activities at the university. Ordinarily, students
receiving such accommodations will deliver teacher notification letters at the beginning
of the semester. Students have the right to disclose or not disclose their disabilities to
their instructors. For more information about the DRC, go to http://www.drc.neu.edu.
WeCare
WeCare is a program operated through the Office for Student Affairs. The mission is to
assist students experiencing unexpected challenges to maintaining their academic
progress. WeCare works with the student to coordinate among university offices and to
offer appropriate on and off campus referrals to support successfully resolving the
issue. WeCare also provide information to faculty and staff to identify Northeastern
resources and policies to help students succeed. The WeCare program is located in the Student
Affairs Office in 104 Ell Hall. The hours are 8:30am - 7pm Monday through Thursday and
8:30am - 5pm on Fridays (summer hours subject to change). Call 617.373.4384 or email
wecare@neu.edu.
Snell Library
In addition to providing research resources typical of a major university library, the Snell
Library collaborates with both the First-Year Writing and Advanced Writing in the Disciplines
programs to support students’ information literacy. The Snell Library
(http://library.northeastern.edu/) is an excellent source of information on topics such as citing
sources (http://library.northeastern.edu/get-help/citations-bibliographies). The library also
provides a range of multimedia services and houses a wonderful digital media commons on the
second floor. See http://library.northeastern.edu/services/multimedia-services
Diversity & Inclusion
Title IX Protections and Resources
Title IX of the Education Amendments of 1972 protects individuals from sex or gender-based
discrimination, including discrimination based on gender-identity, in educational programs and
activities that receive federal funding. Any NU community member who has experienced such
discrimination, sexual assault, relationship violence, stalking, coercion, and/or sexual
harassment, is encouraged to seek help. Confidential support and guidance can be found through
University Health and Counseling Services staff and the Center for Spiritual Dialogue and
Service clergy members. For reporting options and clarity on confidential and non-confidential
options, please see Boston Campus Resources and Reporting Options.
Faculty members are considered “responsible employees” at Northeastern University, meaning
they are required to report all allegations of sex or gender-based discrimination to the Title IX
Coordinator. For additional information and assistance please see the Title IX page.
The Office of Institutional Diversity and Equity
This office (http://www.northeastern.edu/diversity/) oversees the university’s efforts to promote
equal opportunity, affirmative action, diversity, social justice, and inclusion.
Opportunities for Publishing/ NU Writing
NU Writing is an online journal that publishes compositions made in First-Year Writing and
Advanced Writing in the Disciplines, courses that are part of Northeastern University’s Writing
Program. NU Writing helps students to find a wider audience for their compositions and to
experience publishing, both by learning about the submission and review process and by
participating on the journal’s board. Compositions published in NU Writing are alphabetic and
multimodal—written in verse or prose, or composed in multiple modalities, such as image and
sound. NU Writing welcomes traditional essays as well as texts from alternate genres: for
example, poems, photo-essays, digital narratives, and films. All currently matriculated students
who have taken, or are taking, courses in the Writing Program are encouraged to participate, by
submitting a composition or serving on the journal’s board or both.
Any undergraduate may submit a composition made in First-Year Writing or Advanced Writing
in the Disciplines if she or he is enrolled at Northeastern University at the time of submission.
For more information visit http://www.northeastern.edu/writing/nu-writing-journal/ Any
questions may be emailed to the Assistant Director to the Writing Program, Matthew Hitchcock
at hitchcock.m@husky.neu.edu
Writing Program Contact Information
Director of the Writing Program: Mya Poe at m.poe@northeastern.edu
Director of the Writing Center: Isabel Sobral Campos at i.sobralcampos@northeastern.edu
Director of Advanced Writing: Laurie Nardone at l.nardone@northeastern.edu
Director of First-Year Writing: Kelly Garneau at k.garneau@northeastern.edu