English 101: Academic Writing
Instructor: Eleanor Smith Tipton
Office: Tawes 2203
Office Hours: M/W 1pm - 2pm and by appointment
Contact: etipton@umd.edu
Course Description
Welcome to English 101 at the University of Maryland. “Academic writing” may sound like a
course that introduces you to the kinds of writing expected of you throughout college, and in
many ways, it is. However, as this course prepares you for the scholarly work necessary for
your history, psychology, and biology courses, it also introduces you to a kind of writing and
thinking that will enable you to become a reflective and critical thinker who can enter intellectual
conversations inside and outside the academy.
To achieve these ends, this course is grounded in inquiry and rhetoric. Our goal is first to inquire, to determine what is known—and credible—about a topic or issue. Then, we ask questions about what is known: How do we understand and define this issue? How might we evaluate it? What can we do about it? Engaging in this inquiry and responding to these questions
leads to rhetorical practice. We use rhetorical skills to construct knowledge by creating arguments that are built on the foundations of what has already been thought and said. Thus inquiry
and rhetorical practice rely on investigating and reflecting upon the thoughts and ideas of others. In other words, inquiry and rhetorical practice rely on doing research so that we can join the
conversation ethically and critically. Also, because academic writing is part of a larger conversation within and often across disciplines, one of its conventions is rigorous review by peers.
In English 101, you will hone the skills of clarifying issues, asking questions, leveraging rhetorical strategies, entering into scholarly conversations, researching topics, using evidence, and engaging in peer review. Your work in English 101 will be oriented by several concepts:
Inquiry is understood as learning through questioning. One tool you will use to inquire is stasis
theory, a rhetorical concept with its roots in ancient legal practice. Stasis theory offers a way of
inventing, categorizing, and analyzing what is at issue in a situation with a series of questions:
whether something exists, how it is defined, what its causes are, what its effects or consequences are, how we value it, what we should do about it, and who has the right to act on these
questions.
Rhetoric, defined by Aristotle as “the art of observing the available means of persuasion,” is the
study of effective language use. Rhetoric provides a method for successful and persuasive academic argumentation. Through rhetoric, we are attentive to issues of the rhetorical situation of
any writing (its audience, purpose, writer, context, and genre) as well as the role of rhetorical
appeals in any persuasive discourse.
Writing Process and Reflection. Writing is a process, and while that process varies for each
writer, drafts, feedback, and revision are essential elements for any effective composition. In addition, by stepping back to reflect on your writing and your writing process, you learn more about
who you are as a writer and what academic writing is. IN reflection, you gain the insights that
enable you to assess your work and make productive changes towards improvement.
Research and critical reading of academic sources invites you into the conversations of various
disciplines. You will also learn the types of sources that are acceptable for academic papers and
the methods appropriate to integrate them into your writing and to document them.
Learning Outcomes
Upon completion of an Academic Writing course, you will be able to:
• Demonstrate understanding of writing as a series of tasks, including finding, evaluating,
analyzing, and synthesizing appropriate sources, and as a process that involves composing, editing, and revising.
• Demonstrate critical reading and analytical skills, including understanding an argument's
major assertions and assumptions, and how to evaluate its supporting evidence.
• Demonstrate facility with the fundamentals of persuasion, especially as they are adapted
to a variety of special situations and audiences in academic writing.
• Demonstrate research skills, integrate your own ideas with those of others, and apply the
conventions of attribution and citation correctly.
• Use Standard Written English and revise and edit your own writing for appropriateness.
You will take responsibility for such features as format, syntax, grammar, punctuation,
and spelling.
• Demonstrate an understanding of the connection between writing and thinking and use
writing and reading for inquiry, learning, thinking, and communicating in an academic
setting.
Texts (required):
Rankine, Claudia. Citizen: An American Lyric. Minneapolis: Greywolf Press, 2014.
Finney, Nickey. Head Off and Split. Triquarterly Books/Northwestern UP: 2011.
This is the “First Year Book” you may pick up your FREE COPY!! in 2110 Marie
Mount Hall
Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves that Matter in Academic
Writing. 3rd ed. New York: Norton, 2014.
Inventing Arguments: A Rhetoric and Reader for the University of Maryland’s Academic Writing
Program. Boston: Pearson, 2014.
Wysocki, Anne Frances and Dennis Lynch, The DK Handbook. 3rd ed. Boston, Pearson, 2014.
Course Assignments
Academic Summary. Summary is an element of good critical reading, which is, in turn, the cornerstone of academic writing. With this assignment, you take the first step in learning many
skills crucial to successful academic writing, including clarity and concision, effective and ethical
use of sources, and the interconnection of reading and writing.
Argument of Inquiry: This assignment initiates your semester-long exploration of an issue. Here,
you will enter an academic conversation by identifying a topic for research that connects in
some way to your academic, extracurricular, personal, or civic interests and/or experiences. You
will use the heuristic of stasis theory to investigate your topic and to learn the issues and debates within it. A major part of this project is to explore how scholarly research and listening to
the ideas of others can inform, expand, and complicate your understandings of and experiences
with the topic. The goal of this essay is three-fold: 1) to argue for the exigence and importance
of this issue, 2) to raise important questions about the issue, and 3) to investigate possible responses to these questions. A research session at McKeldin library will introduce you to the
skills of finding and evaluating worthy sources. 4-5 pages.
Annotated Bibliography: This assignment will support your work in Argument of Inquiry assignment, as it will enable you to identify sources that will propel your inquiry. In particular, you will
English 101: Academic Writing
identify five sources that will aid in your exploration, and you will annotate them. Each annotation should (1) cite the text of your choice in perfect MLA format; (2) summarize the text; (3)
evaluate the validity and fairness of the source (4) discuss how the text will help you gain a
deeper sense of the issue and how the source will contribute your investigation. Approx. 150
words per annotation.
Rhetorical Analysis: For this assignment, you will analyze a persuasive text that relates to the
issue you have chosen by taking into consideration rhetorical appeals, rhetorical situation, intended audience, exigence, style, and organization. Your goal is to make an argument about the
effectiveness of the text for the given audience. 4-5 pages.
Digital Forum: You will shift gears in this assignment, moving from writing to academic audiences in analog form to writing to popular audiences in digital form. More specifically, you will
compose a website that offers an audience of your choice a digital forum. This forum will display
three distinct arguments leveraged by different stakeholders invested in your issue. Extending
the work of your Argument of Inquiry paper, you will identify a new conversation within your issue and three different ways stakeholders engage it. You will create three “stakeholder pages”
that describe these positions as well as an “About” page and a “Required Reading List.” This list
of annotated sources should 1) offer your audience additional information about your issue, and
2) extend your research base by annotating five new sources that take up your issue. Approx.
1800 words.
Position Paper: This paper is the culmination of the inquiry and exploration you have conducted
throughout the semester. Your goal is to compose an essay that offers the argument you find
most persuasive within the issue you’ve been examining. Your job is to take a position within
this debate, refute competing positions and alternatives, and organize your ideas effectively and
efficiently. This paper is directed to a specific, academic audience, and it should include a bibliography of approximately 20 sources. 8-10 pages.
Revision and Reflection Assignment: Reflection and revision are keys to one’s success as a
writer. Through reflection and revision you are able to think critically about your identity as a
writer, your writing process, and the feedback you’ve received. You can then leverage these reflections as you continue to write and thus improve upon your work. For the final assignment of
the semester, you will revise an assignment of your choice based on your reflections. Here, you
have the opportunity to demonstrate what you’ve learned over the course of the semester and
gain a unique picture of who you are as a writer. Your reflective memo will discuss the substantive revisions you made to this essay, your understanding of academic writing, and your progress as a writer over the course of the semester. Reflective Memo 2 pages, single-spaced; Revision 4-5 pages.
8 TIPS FOR SUCCESS IN MY CLASS
1. Plan on writing every day!! Just 10 minutes/day will make a big difference
2. Engage in class discussions, workshops, and activities with insightful comments.
4. Respond to readings thoughtfully and carefully on your own summarizing major points in
your own words so you are prepared for the reading quizzes and, thus, class discussion.
5. Visit me during my office hours if you have any questions or areas of confusion that
can’t be remedied in class.
6. Turn assignments in on time—to avoid late penalties— and make sure they are written
well through multiple revisions, thorough proofreading, and attentive in-class workshops.
7. Carve out enough time each day to complete your assignments. Generally, plan on 2
hours outside of class for every hour spent in class; that means 6 hours a week!
8. Attend every class that is humanly possible for you to attend! Each lecture builds on the
one from the day before, so you may find it difficult to keep up when you miss a class.
RESOURCES
Office Hours: Think of my office as an extension of the classroom and use my office hours to
discuss any aspect of your writing or reading, as well as any questions you may have about
class procedures or requirements. Come to office hours with questions about class discussions,
writing techniques or strategies, writing projects you’re working on, ideas you wish to develop,
and so on. During my open office hours, you may stop in whenever you like. I am also able to
schedule another time to meet if my office hours conflict with your schedule.
We will have one scheduled one-on-one conference in my office (see the course schedule for conference days). This meeting is mandatory. If you cannot attend our scheduled
conference, please email me at least 2 hours before our planned time. If you miss our
conference without emailing, I will count it as a class absence.
How to Schedule an Appointment:
• At the top of the syllabus is the location and contact info and times for office hours
• My door is open during these hours and you may drop in without an appointment
• If you can’t meet me during these times, then send me an email requesting a conference and briefly explain why you are unable to attend during office hours.
Writing Center All students should consider visiting the tutors at UMD’s Writing Center as a
way to improve the overall quality of their writing. The writing center is for all student writers—
including those who see themselves as strong writers. It is an excellent resource for you; please
take advantage of it. The Writing Center offers both daytime and evening hours. Online tutoring
is also available. You can make an appointment through the website below.
Website: <http://english.umd.edu/academics/writingcenter>
Address:
1205 Tawes Hall
(301) 405-3785
writadmin@umd.edu
Student Learning Your success in the class is important to me. If there are circumstances that
may affect your performance in this class, please let me know as soon as possible so that we
can work together to develop strategies for adapting assignments to meet both your needs and
the requirements of the course.
I’m committed to helping students who learn in different ways. Many students who have a
learning difference of any kind (including learning disabilities, ADHD, depression, health
conditions) have found it helpful to meet with me during my office hours on a semi-regular
basis to talk-through their ideas and answer any questions they have.
English 101: Academic Writing
In order to receive official university accommodations, you will need to register and request
accommodations through the Office of Disability Support Services. DSS provides services
for students with physical and emotional disabilities and is located in 0106 Shoemaker on
the University of Maryland campus. Information about Learning Assistance Service and/or
Disability Support Service can be found www.counseling.umd.edu/LAS or
www.counseling.umd.edu/DSS. You can also reach DSS by phone at 301-314-7682.
CLASS POLICIES
Regular and punctual attendance. The writing you will do in English 101 will be based on
skills you will develop and hone in class; for that reason, your attendance and participation will
have a direct effect on your work and, ultimately, your grades. If you miss class for any reason,
it will be your responsibility to find out what you missed and how you can make up the work.
Your participation grade and the quality of your work will suffer if you miss class. You are also
expected to arrive on time; if you are late, you will disrupt class, and your participation grade will
again suffer the consequences.
Participation -- The best classes are classes where multiple people participate in class discussions - responding to what each other say and advancing discussions with additional inquiry and
relating questions back to the large themes and topics of the course. Also, ones where we laugh
a little and also find out it is ok to show where we get confused. In this classroom, you will receive a grade on your participation at mid-terms and at the end of the course. I expect everyone
to speak up at least twice a week to earn a C. To earn a grade above that, you need to stand
out in class for knowing answers to question and demonstrating comprehension in the reading
assignments.
Class Conduct and Technology Use
I will consider the following classroom activities as detrimental to class discussion and class
participation and therefore detrimental to your grade:
• Leaving class once it has begun
• Talking at inappropriate times
• Performing tasks unrelated to classroom activities
• Computer use unrelated to the course, including unauthorized emailing or messaging
• Use of cell phone for conversation or text messaging
• Misuse of computer equipment during course activities
• Inappropriate or disrespectful comments or actions towards me or anyone in class. You
will be asked to leave the class if this occurs, and your participation grade will be dropped
by 1 letter for each time you are asked to leave.
Communication— The best way to resolve larger questions are to come to my office for a conference. However, If you email me with a question, I will normally get back to you within one
working day (24 hours during the week) and at the most within 72 hours.
Late Papers -- Papers are due at the time listed in the online Syllabus of ELMS otherwise they
are late. LATE PAPERS will be marked down one letter grade per DAY late. Because you
will turn in your essays online to ELMS, this means that all papers turned in after the deadline
time listed on ELMS will be considered late. I will allow a 15 minute grace period before enacting the penalty. I will only accept late essays up to the next class meeting. I reserve the
right to grant extensions on major assignments (essays) for students who are experiencing especially difficult situations, though these are granted on very rare occasions.
Late Homework -- Homework can not be turned in late. It will count as a zero if you turn it in after the deadline. But I will drop the two lowest homework grades. In-class work that you may
miss cannot be made up (quizzes, etc.). If you have an excused absence according to the absence policies, then you may turn in your late homework on the day you return to class. I reserve the right to waive these policies for extenuating circumstances, though I am not likely to
do so.
Draft Workshop --For each paper, we will have a rough draft workshop before your final papers
are due. On a day prior to a draft workshop, you will be required to have a complete rough
draft of your paper by the due date listed on ELMS; if you do not have it turned into ELMS by
the grace period, then you will not be able to participate in the draft workshop; therefore, your
final grade for that paper will be reduced by 1 letter grade – that is, an A paper will be a B paper
if you didn’t have your complete rough draft.
A complete draft means: 3/4 of the minimum page/word count unless otherwise noted.
Furthermore, if you are not physically in-class on the day of the draft workshop, then you
will not be able to participate in the workshop. This means, that your final letter grade on
your final draft will be dropped by 1 letter. Part of having the complete rough draft is contingent upon participating in the all-important draft workshop where you will begin to
work on revising your papers. Therefore, if you have a complete rough draft, but you do
not attend the workshop and you make an "A" on your essay, your grade will be dropped
to a "B". Similarly, if you do not turn in a complete rough draft, and you do not attend the
draft workshop, and you make an "A" on your final essay, then your grade will be
dropped to a "C" as you would receive both penalties.
The draft workshop is considered a major scheduled grading event according to the attendance polices; therefore, you must be aware of those policies regarding non-excused absences in this case. Students participating in university events or observing religious holidays must follow procedures for excused absences to procure a waiver of the
penalties. If you do procure a waiver, then I expect for you to create your own solutions
for making up the draft workshop to your peers.
Format for papers -- The format for papers will vary, but unless otherwise indicated, standard
format is double-spaced throughout (with no extra spaces between paragraphs), readable font
(10 or 12 point, no italics except for titles or emphasis), one-inch margins on all sides, left justified, with your name, my name/the section number, and a telling title on the first page.
When you have cited information, you should follow the MLA style guidelines appropriate
for the topic or situation. Number all pages. Unless instructed to do so, do not use subtitles or headers to divide the text of the paper into sections. The final draft of each assignment should be clearly labeled as such: if you fail to turn in your final draft and I
grade your rough draft, then that is the grade that stands. It is your responsibility to organize your files. Additionally, you must sign and include the Honor Pledge as your
cover page (located on your ELMS site). Papers that do not follow these formatting
guidelines will be penalized.
Cell Phone and Laptop Policy Please turn off your cell phone during class and put it below
your desktop. Texting during class will not be tolerated. You are welcome to use your laptop or
tablet for class-related writing and activities. Checking Facebook or email or any other non-class
related activity during class will effect your ability to learn as well as the ability of those around
who may be distracted.
English 101: Academic Writing
Grading In any skills course, improvement is important. Therefore, the grades you earn on
later papers count for more than grades on earlier papers. The percentages of contribution to
your final grade are as follows:
Discussion Boards, reading quizzes, short writing
assignments, draft workshop responses, reflection
memos
10%
Participation
5%
Summary Assignment
5%
Rhetorical Analysis
15%
Annotated Bibliography
5%
Argument of Inquiry
15%
Digital Forum
15%
Position Paper
15%
Revision & Reflection Assignment
15%
Grading Standards are found in the rubrics for each assignments and the assignment prompt
must be followed in great detail to receive a passing grade. The following is how the 100 point
scale equates to letter grades:
94-97% = A; 90-93% = A- ; 87-89% = B+ ; 84-86% = B ; 80-83% = B- ;77-79% = C+ ;
74-76% = C; 70-73% = C-; 67-69% = D+; 64-66% = D; 60-63% = D-; 1-59% = F
Revision Policy: If you score a C+ or lower and are unsatisfied with this grade, then once in
the course of the semester you may choose to revise that essay substantially and write a
reflection memo. The new grade on the essay can not be higher than 1 letter grade from the
previous grade. In other words, if you made a C, then the highest you can make on the revision
is a B; however, it is important to note that there is no guarantee that you will receive a
higher grade for the extra effort if the revision still fails to meet the standards, or if you
do not follow the procedures listed below:
1) schedule a meeting with a tutor at the Writing Center or with me (if meeting with a tutor, you must provide proof of your meeting to discuss the revision strategy
2) write a memo discussing the revisions that you made and why you made them and be
as specific as possible. Contact me to receive more instructions on how to write
these.
3) the substantially revised essay and the reflection memo must be turned in within two
weeks from the date that you receive the graded essay.
Grade Changes -- If you have exercised your right to revise one essay this semester and you
earn another grade that you are unsatisfied with on your major writing assignments, then you
may request a meeting with me to discuss your grade where I can take a second look at your
paper. However, this second look does not guarantee a grade change. In fact, there have
been cases where I lower the grade upon a second review. In either event, the new grade
will stand.
The moral to derive from this policy is simple: start your papers as soon as they are assigned, and if you are having trouble, seek help ahead of time, not after the assignment
was handed back. (Excessively late or plagiarized papers will receive F and cannot be
revised for a grade change.)
Revision is a major part of this course and a major element of strong writing practice.
You will revise each of your papers after the scheduled draft workshop. I am also happy
to meet with you before your paper is due to discuss your essay ideas and your drafts.
Since I stress revision throughout the course and since there are so many opportunities
for you to revise your work, there will not be possibilities for additional revisions to essays after they have been returned. Given this policy, please use me and your classmates as resources for essay revision and improvement before the submission deadlines.
UNIVERSITY POLICIES
Academic Integrity and Honor Pledge Plagiarism, whether it is submitting someone else’s
work as your own, submitting your own work completed for another class without my permission, or otherwise violating the University’s code of Academic Integrity, will not be tolerated. You
are expected to understand the University’s policies regarding academic integrity. These can be
found at the website of the Office of Student Conduct, www.shc.umd.edu. Please visit this website, click on the “students” link, and read the information carefully.
You will be asked to write and sign The Honor Pledge, a statement of integrity, on the
cover sheet of each formal paper you turn in to this class. The Honor Pledge is as follows: “I pledge on my honor that I have not given or received any unauthorized (or
unacknowledged) assistance on this assignment. Moreover, I have not taken or ‘borrowed’ the ideas or words of another without properly citing that source.”
Unexcused, or “Discretionary” Absences: discretionary absences should be viewed not as
“free days” but as days you may need to deal with emergencies, such as taking your little
brother to the doctor, dealing with a flat tire, meeting friends at the airport, etc. You may miss
two full weeks of class without substantial penalty — you will, however, not be allowed to turn in
any missed assignments unless under special circumstances determined at the teacher’s discretion. For each unexcused absence after two weeks, your final grade will be lowered by one
full letter grade. This means that if you have an A average but have five (on a T/TH schedule) or
seven (on a MWF schedule) unexcused absences, you will earn a B in the course.
Excused Absences: The University excuses absences for certain reasons (illness, representing the University at certain events, religious observance, and the death of an immediate family
member), provided the cause of absence is appropriately documented.
Religious Observances: The University's policy "Assignments and Attendance on Dates of Religious Observance" provides that students should not be penalized because of observances of
their religious beliefs; students shall be given an opportunity, whenever feasible, to make up
within a reasonable time any academic assignment that is missed because of individual participation in religious observances. Students are responsible for obtaining material missed during
their absences. Furthermore, students have the responsibility to inform the instructor of any intended absences for religious observances in advance. The student should provide written notification to the professor within the first two weeks of the semester. The notification must identify
the religious holiday(s) and the date(s).
English 101: Academic Writing
Documentation Requirements to Justify an Excused Absence for Illness: The University’s
policy is to excuse class absences that result from a student’s own illness. The procedure and
documentation required for an illness to be an excused absence differs depending on the frequency of the absence.
For a Single Missed Class Day: If you miss only one class meeting for illness, you may submit a self-signed note to the instructor (that is, a note from a health care provider is not required
for a single class missed, and the Health Center will not provide written excuses for a single absence). Each note must also contain an acknowledgment by the student that the information
provided is true and correct (in this way, it must follow the Code of Student Conduct or may result in disciplinary action).HOWEVER, such documentation will NOT be honored as an excused
absence if the absence coincides with a Major Scheduled Grading Event, which for ENGL 101
is a paper due date. If you know you will miss class, make an effort to alert your instructor and
make arrangements in advance. Also, your documentation must be presented to the instructor
upon returning to class.
For Multiple But Non-Consecutive Meetings Missed: If you will miss more than one class
meeting for a medical concern, but these will not be consecutive, you should provide documentation from a health care provider upon returning to class after the first of these absences that
details future dates to be missed OR provide a note from a doctor that states specific dates
missed (the note must state specific dates, rather than broadly name a time frame; that is, for
example, documentation must say the student missed class on 9/12, 9/16 and 9/20 for a medical concern, rather than saying the student may have missed class repeatedly between 9/119/21).
For Multiple Consecutive (more than one in a row) Meetings Missed OR An Absence Involving a Major Grading Event: If you will have a prolonged absence (meaning more than
one absence for the same illness) you are required to provide written documentation of the illness from the Health Center or from an outside health care provider upon returning to class.
In cases where written verification is provided, the Health Center or outside health care provider
shall verify dates of treatment and indicate the time frame that the student was unable to meet
academic responsibilities. No diagnostic information need be provided on this note.
Absence due to participation in a University Event: If your absence is not due to an illness
but is, rather, due to your participation in an official University event, you must provide documentation for this absence prior to the absence; the documentation should be an official
form from the University.
COURSE CALENDAR
*I may distribute a course syllabus schedule for each unit depending on how many adjustments need to be made for snow days/makeup days, etc. It is your responsibility to
stay up to date with any changes announced in class or through email to this schedule even if you are not in class on the day that changes are announced.
KEY:
IA: Inventing Arguments
TSIS: They Say/I Say
DKH: DK Handbook
INTP: Interpolations
HOS: Head off and Split
CIT: Citizen
All assignments, unless otherwise noted, are due at the beginning of class on the date
they are listed. This means, for example, if a writing/reading assignment is listed on the row
next to the date T 2-3 then you will turn in/complete those assignments PRIOR to coming to
class on TUESDAY FEB. 3RD.
Day
Session Objectives
Week 1
Day 1
M 8-31
Course Syllabus, Setting
your Course Goals, Why
this Course Matters
Day 2
W 9-2
Rhetoric and Argument,
Summary Assignment;
How to Read Poetry
Reading Due
Writing Due
Argument Quiz on
IA “The Core of an Argument;” 6073; TSIS xiii-15; DKH “Summarizing ELMS (do these at
home. Don’t come to
the Words of Others,” 176-177
class prepared to take
a quiz.)
Day 3
F 9-4
ONLINE CLASS: MEET HOS: “Red Velvet” & “Left” Listen to Discussion Board 1
ON ELMS for discussion her acceptance speech
Summary and Critical
Reading
http://jetlaggedinparis.tumblr.com/post/12934270392/listento-poet-nick-finneys-acceptancespeech-at (Scroll to 16:40 and listen
to about 21:00); TSIS 30-51; IA,
“Exigence,” 370-373
M 9-7
Labor Day — NO
CLASS
Nothing due, but lots to do for Wed. so
make use of your break!
Week 2
Day 4
W 9-9
Discuss Summary and
Critical Reading; Stasis
Theory Introduction
CIT “Transcript for Hurricane Katrina” & Discussion Board 2
“Trayvon Martin” p.83-91
Day 5
F 9-11
Reflective Writing;
Assignment Sequence
and Topic Exploration
DKH 264-268; 540-559; INTP, Nesbitt,
“Consider the Lobster”
Draft Summary Assignment Due
Week 3
Day 6
M 9-14
Draft Workshop; Academic Integrity
Read your members’ drafts
Brainstorm of 5 possible topics
Day 7
W 9-16
Rhetoric: The Rhetorical
Situation, Stasis Theory
Day 8
F 9-18
Rhetoric: The Three
Appeals, Stasis Theory
Week 4
Day 9
M 9-21
Linking the Appeals together: Reason is not divorced from Emotion;
Stasis Theory
IA “Shitty First Drafts,” 449-451
IA “Revising,” 452-469;
Summary Assignment Due; Reflective Memo 1
Youtube video on Fallacies, join groups Rhetoric QUIZ on
on ELMS for fallacy project
ELMS
Memo due: Proposal;
Add your name and
topic to the chart on
ELMS
English 101: Academic Writing
Day
Session Objectives
Reading Due
Read fallacy projects on ELMS
Writing Due
Day 10
W 9-23
Review of Rhetoric: Developing the RA Thesis
Fallacy presentation
links; Draft your thesis
for the RA essay; Discussion Board: Are
you choosing a
“Good” topic?
Day 11
F 9-25
Fallacy presentations;
RA Review
Week 5
Day 12
M 9-28
Draft Workshop, Reflective Writing; Work on
Topic Choices
Read your members’ drafts
IA
Group Member Responses
Day 13
W 9-30
Writing the Research
Question: Stasis Theory
as Invention
Read the assignment sheet on Argument of Inquiry
RA Essay Due; Reflective Memo 2
Day 14
F 10-2
Argument and Inquiry…
and what is an Argument OF Inquiry?
What is Exigence? Why
does it Matter?
Revised Memo Due
with Research Question; Stasis Chart; Argument of Inquiry
QUIZ; update any
changes to the chart
Week 6
Day 15
M 10-5
Library Research SesRegister, download, and login to Zotero
sion: Finding Information software; Watch your groups’ narration
videos and respond; IA 359-369, 380381, and 60-64
Stasis Theory QUIZ;
Library Research
Session Preparation
Narration Video
Day 16
W 10-7
Arrangement in Dialogic
Arguments, Source Use
3 sources from the
Databases due with
citations with Narration Video
Day 17
F 10-9
Review: Defining the Argument of Inquiry; Research & Source Use
Week 7
Day 18
M 10-12
Draft Workshop; Revision Exercises
Read your members’ drafts
IA
Group Member Responses
Day 19
W 10-14
Research Session II; Introduction to the Digital
Forum
Sign up for a session with a librarian.
Contact: XXX; register for Zotero and
download the software
Argument of Inquiry
Final Draft Due; Reflective Memo 3
Day 20
F 10-16
Defining the Multiple Po- Examine Weebly, give yourself 15-20
sitions & How to craft
minutes to play around with it.
Argument and Summary
RA Draft Due (TBA)
Watch your groups’ narration videos
and respond.
Annotated Bibliography DUE; Rough
Draft of AoI Essay
Due Sunday!
Day
Session Objectives
Reading Due
Writing Due
Week 8
Day 21
M 10-19
Research & Required
Collect & Read sources: finding multiReading List; Evaluating ple points of view
Sources; Presentations
on possible positions
Day 22
W 10-21
Definition & Resemblance Arguments;
Presentations on possible positions
IA, “Definition and Resemblance Ar- Draft “About” page,
Post 3 new sources
guments,” 224-255
for Required Reading List; Academic
and Popular Styles;
Definition & Resemblance QUIZ
Day 23
F 10-23
Evaluation & Ethical Arguments
IA, “Evaluation and Ethical Arguments,” 287-312
Draft “Position Page
1”; Evaluation & Ethical Arguments QUIZ
Week 9
Day 24
M 10-26
Design & Visual Arguments
IA, “Analyzing Visual Arguments,”
177-189; “Using Evidence Effectively,” 91-110
Discussion Board:
Terrible websites that
are making bad arguments / Good websites that are making
strong arguments;
Day 25
W 10-28
Developing the Rubric
and the Guide for Draft
Workshop
Draft Position Page 2
Day 26
F 10-30
Academic Integrity
Draft Position Page 3
Week 10
Day 27
M 11-2
Source Use and Evidence: Revising with
Source Use in Mind
Draft Required Reading List
Day 28
W 11-4
TBD: Grammar
Day 29
F 11-6
Draft Workshop: Examining the Text
Week 11
Day 30
M 11-9
Draft Workshop 2: Examining the Visual
Read your members’ drafts
IA
Stasis Chart;
Publish some pictures
and video to a test
webpage on Weebly,,
throw up some text.
You can change it all
later, just get familiar
with the platform.
Responses to Group
Members
Responses to Group
Members;
English 101: Academic Writing
Day
Session Objectives
Reading Due
Writing Due
Day 31
W 11-11
Position Paper: Causal
Arguments, Audience
IA “Causal Arguments,” 256-286;
TSIS 121-129; DKH 296-7
Causal Arguments
QUIZ; Final Drafts
due Digital Forum
Day 32
F 11-13
Proposal Arguments
IA “Proposal Arguments,” 313-348;
DKH 286-287
Proposal Arguments
QUIZ
Week 12
Day 33
M 11-16
Refute, Concede,
Bridge, Rogerian
IA, “Responding to Objections and
Alternative Views,” 126-155
Reflection Memo 4
Due; Discussion
Board
Day 34
W 11-18
Arrangement; Introductions and Conclusions
IA “Classical Structure of An Argument,” 60-62
DKH 282-285
Arrangement QUIZ
Day 35
F 11-20
Thesis Lesson I; Exigence!
Outline Due
Week 13
Day 36
M 11-23
Thesis Gauntlet
Revised Thesis Due
Day 37
W 11-25
Online Class: Draft
Workshop
Read your members’ drafts
IA
Responses to Group
Members
Thanksgiving Recess!
T 11-26
through F
11-27
Week 14
Day 38
M 11-30
Revision & Reflection
Assignment
Day 39
W 12-2
Revision Exercises
Day 40
F 12-4
Reflection Exercises
Week 15
Day 41
M 12-7
Revision & Reflection
Day 42
W 12-9
CONFERENCES
Day 43
F 12-11
CONFERENCES
FINALS WEEK
Final Draft Position
Paper Due
English 101: Academic Writing
SIGNATURE PAGE
Please sign, detach, and return to your instructor this page.
“I acknowledge that I have received and read a copy of the syllabus for Instructor Eleanor Tipton’s English 101:Academic Writing course. I will consult the syllabus in the future for reference
on any of the policies listed here and to understand what steps I need to take to follow those policies. I understand that this syllabus represents my contract with the aforementioned teacher.”
Signed: _____________________________________________________
Date:_____________________________
Printed Name: ________________________________________________