INTRODUCTION TO COLLEGE WRITING (ENG 202)
~ Course Description, Spring Semester 2016 ~
Professor:
Email:
Office hours:
Class meetings:
Reference text:
Sharon Hannigan, M.A./Ph.D.
shannigan@nes.ru
TBA
Tuesdays & Thursdays, 12:10 – 13:30pm, Room TBA
B. Azar, Fundamentals of English Grammar. New York: Pearson,
Longman, 2003 (not required)
https://my.nes:
Please check site regularly for course description, syllabus, PowerPointbased lectures, assignments, rubrics, and supplements.
Course goal
The aim of Introduction to College Writing is to develop your English academic writing skills
through increased awareness of and ample practice with (1) critical paragraph and essay
structure, (2) six rhetorical modes of expression, (3) sentence-level grammar and syntax, and (4)
word/phrase choice and vocabulary expansion. Such gains in communicative competence will be
achieved primarily through cooperative learning experiences (i.e., peer writing colonies, capstone
project partnerships), with individual students, accomplished authors (unbeknownst to them!),
and the instructor all committed to improving the writing of each and every student.
Learning objectives
By the end of the semester, it is my hope that you…
(1) Solidify your grasp of academic paragraphs and essays by recognizing their critical
components in the work of others and executing them in your own writing.
(2) Improve sentence-level command through target grammar and vocabulary exercises.
(3) Increase exactness through heightened awareness and practice of idiosyncratic language (e.g.,
infrequent or contextually constrained constructions, exceptions, etc.).
(4) Hone your critical and independent thinking skills through close reading of successful and
unsuccessful discourse delivered in a variety of mediums (e.g., written, visual, auditory,
virtual, etc.)
(5) Understand more fully what other writers are trying to say by recognizing the rhetorical
mode(s) they deliberately selected; understand more fully what you want to say by giving
serious thought to which rhetorical mode(s) would best convey your thesis.
(6) Engage fully in this course’s “read-draft-edit-revise-read” cycle, intended to increase your
understanding of and provide you with sufficient practice with six rhetorical modes.
(7) Allow discussion with and feedback from both peers and the instructor to spark
creative thinking that ultimately finds coherent expression on the page.
(8) Walk away with an appreciation of how each rhetorical mode, like the facets of a precious
diamond, can uniquely reflect a single idea through willing engagement in the course
Capstone Project (see “course format”, below).
Course format
This course has been organized into six two-week sections, each an in-depth exploration
of one of the following rhetorical modes: description, narration, exposition I (process analysis),
exposition II (comparison & contrast), exposition III (causes & effects), and argument.
The first week of every section is devoted to writing preparation, and will typically begin
with a detailed overview of the rhetorical mode under consideration. In addition, we will engage
in close reading of model texts as a means by which to increase awareness of the mode toward
composition of a 1st draft. Concerning the 1st draft, students will engage in a variety of
prewriting exercises (i.e., brainstorming, planning, completion of discourse pattern templates,
etc.) intended to give them a “cognitive head-start” on the draft writing assignment.
The focus of the second week of each section is on revising the 1st draft assigned in the
previous week. It is expected that the revision, due at the start of the first meeting of the
following week, will include salient feedback provided by classmates (consulting via “peer
writing colonies”), the instructor, and the student-author him-/her-self (the latter signaling
movement in an autodidactic direction). Students will also receive need-based instruction
targeting sentence-level grammar, mechanics, and logical connectors toward improvement of
language fluency and accuracy.
Of note is the fact that equal weight will be placed on drafts and revisions, with the final
writing grade for each section, or rhetorical mode, the average of draft and revision grades (see
“grading”, below).
Another major component of the course is the Capstone Project, where the entire class
will first reach consensus on a single “big idea” in global economics/finance and then critically
and creatively explore it in so-called “rhetorical mode partnerships” (time has been set aside
during “week six” to organize and initiate the project). For example, one partnership might
provide a detailed description of the agreed upon “big idea”, another a running narrative of it,
another argue for and/or against its merits, another compare and contrast it to some other
idea(s), yet another lay out the major process(s) involved, and still another offer likely causes
and effects. The aim is for all partnerships to explore the “big idea” by (1) co-authoring a text
(due no later than the second meeting of “week 13”) and (2) co-delivering a multimedia
presentation replete with engaging follow-up activities (scheduled to occur in “weeks 15 & 16”)
in their respective modes. If all goes according to plan, the end-result will be a “multifaceted
course diamond” (!); that is, six rhetorical slants on a single “big idea” in global
economics/finance.
Evaluation
Writing:
 Two paragraphs (+ revision), each worth 10% of your overall grade – details
forthcoming
 Four essays (+ revision), each worth 12.5% of your overall grade – details
forthcoming
Capstone Project:
 Rhetorical mode coauthored text, worth 10% of your overall grade – details
forthcoming

Rhetorical mode co -authored & -delivered presentation with follow-up activities,
worth 10% of your overall grade – details forthcoming
Continuous Assessment:
 Miscellaneous assignments (in-class & homework), collectively worth 10% of
your overall grade
Grading
Paragraphs (+ revisions):
Essays (+ revisions):
Capstone Project (text & pres.):
Continuous assessment:
20% (10% each)
50% (12.5% each)
20% (10% each)
10%
100%
NOTE 1: The grade for each paragraph and essay will consist of the average of its draft and revision.
NOTE 2: If you receive a failing grade for the course, you will have an opportunity to make up the final
grade by redoing the course assignments you failed during the semester. All make-ups will occur during
make up period, and be evaluated by a committee of three or more faculty members.
Meeting deadlines for exams and assignments
It is expected that assignments will be completed in full and submitted to your instructor by the
due dates specified. Late assignments will not be accepted unless there is a legitimate reason, or
a “real” emergency, that prevents you from submitting them at the designated time (official note
required). NOTE: All drafts and revisions must be made up within one week of the original
writing assignment due date!
Attendance and active participation
You are expected to attend all classes. If for some very good reason (e.g., sickness or
emergency) you are unable to attend a class, please try to notify your instructor either by email or
phone. For unexcused absences, students are responsible for making up missed information and
assignments. While in class you are expected to actively participate. This means showing up to
class in a timely fashion prepared to discuss the work assigned in the previous meeting (e.g.,
having completed assigned reading, exercises, drafts, revisions, etc.). Please remember that the
smooth functioning of our class depends to a great extent on the amount of care and effort you
put into each assignment. It also depends on your willingness to share your understanding of and
ask questions about issues related to course content.
Academic dishonesty, cheating & plagiarism
Academic dishonesty, cheating, and plagiarism will not be tolerated. Please refer to the joint
NES/HSE BAE guidelines for policies and procedures.
Open door policy
Your instructor is happy to meet with you at any point during the semester - whether individually
or in groups (e.g., capstone project teams, writing revision groups, etc.). Please come and see me
during my office hours or by appointment if you have questions regarding any aspect of the
course. If you are not clear on an assignment or have a question about something presented in
class, by all means feel free to contact me.
* I am looking forward to a happy and productive semester with all of you!
INTRODUCTION TO COLLEGE WRITING (ENG 201)
~ Weekly Course Syllabus, Spring Semester 2016 ~
Abbreviations: T = Tuesday, R = Thursday, TBA = to be announced
Week 1, Jan.14 (R)
~ START-UP CLASS ~
 Welcoming and icebreaker
 Course description & syllabus: format, expectations, assignment due dates
 Introduction to rhetorical modes & thought (discourse) patterns across cultures
~ SECTION 1: DESCRIPTIVE MODE ~
Week 2: Jan.19/21
Writing Preparation:
Overview of descriptive rhetorical mode (T)
Close reading of model descriptive text (T)
English paragraph writing: critical elements and rules (R)
1st draft brainstorming & prewriting exercises (R)
*Writing 1A: Descriptive paragraph 1st draft (due by start of next class)
Week 3: Jan.26/28
Writing Revision (based on writing 1A submissions):
Writing colonies: philosophy & ethos (T)
Establishment of “peer writing colonies” (T)
1A draft consultation in peer colonies (T)
Target grammar & mechanics exercises (R)
Vocabulary-building/word selection exercises (R)
*Writing 1B: Descriptive paragraph revision (due by start of next class)
~ SECTION 2: NARRATIVE MODE ~
Week 4: Feb.2/4
Writing Preparation:
Overview of narrative rhetorical mode (T)
Close reading of model narrative text (T)
English paragraph writing: reinforcement of critical elements and rules (R)
1st draft brainstorming & prewriting exercises (R)
*Writing 2A: Narrative paragraph 1st draft (due by start of next class)
Week 5: Feb.9/11
Writing Revision (based on writing 2A submissions):
2A draft consultation in peer colonies (T)
Target grammar & mechanics exercises (T/R)
Vocabulary-building/word selection exercises (R)
*Writing 2B: Narrative paragraph revision (due by start of next class)
~ SECTION 3: PROCESS ANALYSIS MODE ~
Week 6: Feb.16/18
Writing Preparation:
Overview of process analysis rhetorical mode (T)
Close reading of model process analysis text (T)
English essay writing: discourse pattern & paragraph types/elements (R)
1st draft brainstorming & prewriting exercises (R)
*Writing 3A: Process Analysis essay 1st draft (due by start of next class)
Week 7: Feb.25
Writing Revision (based on writing 3A submissions):
No class Tuesday: Federal holiday
Target grammar & mechanics exercises (R)
Vocabulary-building/word selection exercises (R)
*Writing 3B: Process analysis essay revision (due by start of next
class)
~ SECTION 4: COMPARISON & CONTRAST MODES ~
Week 8: Mar.1/3
Writing Preparation
Overview of comparison/contrast rhetorical modes (T)
Close reading of model comparison/contrast texts (T)
English essay writing: discourse pattern (R)
1st draft brainstorming & prewriting exercises (R)
*Writing 4A: Comparison/contrast essay 1st draft (due by start of next class)
Week 9: Mar.10
Writing Revision (based on writing 4A submissions):
No class Tuesday: Federal holiday
4A draft consultation in peer colonies (R)
Vocabulary-building/word selection exercises (R)
*Writing 4B: Comparison/contrast essay revision (due by start of next class)
~ CAPSTONE PROJECT: CRAFTING A MULTIFACETED COURSE DIAMOND ~
Week 10: Mar.15/17
Capstone Preparation I (co-authored text)
Explanation of project and review of project guidelines (T)
Class unanimously agrees upon “big idea” in global economics/finance (T)
Rhetorical mode partnerships formed around “big idea”, with each pair
assigned a different rhetorical mode. (T)
Partners begin mapping out their coauthored text (prewriting) (R)
*Capstone project co-authored 1st draft (due by start of next class)
**Coauthored text revision (due by R, Apr.28 of Week 16).
Week 11: Mar.22/24
Capstone Preparation II (co-delivered multimedia presentation/activities):
Partners brainstorm a multimedia presentation, one that would captivate
their classmates (audience) (T)
Partners generate at least 2 follow-up activities devised to actively
critically engage the audience) (R)
*Co-delivered multimedia presentation 1st draft (due by start of next class)
**Coauthored multimedia presentation revision & follow up activities (due by
R, Apr.28 of Week 16).
and
Week 12: Mar.28-Apr.3
Consultation Week: No Classes
SECTION 5: CAUSE & EFFECT MODE
Week 13: Apr.5/7
Writing Preparation
Overview of cause/effect rhetorical mode (T)
Close reading of model cause/effect text (T)
English essay writing: discourse pattern (R)
1st draft brainstorming & prewriting exercises (R)
*Writing 5A: Cause/effect essay 1st draft (due by start of next class)
Week 14: Apr.12/14
Writing Revision (based on writing 5A submissions)
5A draft consultation in peer colonies (T)
Target grammar & mechanics exercises (T/R)
Vocabulary-building/word selection exercises (R)
*Writing 5B: Cause/effect essay revision (due by start of next class)
SECTION 6: ARGUMENT
Week 15: Apr.19/21
Writing Preparation
Overview of argument formats (2 ways) (T)
Close reading of model argument text (T)
1st draft brainstorming & prewriting exercises (R)
*Writing 6A: Argument 1st draft (due by start of next class)
Week 16: Apr.26/28
Writing Revision (based on writing 6A submissions)
6A draft consultation in peer colonies (T)
Target grammar & mechanics exercises (T/R)
Vocabulary-building/word selection exercises (R)
*Writing 6B: Argument revision (due by start of next class)
Week 17: May.2-9
Spring Holiday: No Classes
~ CAPSTONE PROJECT FINALE ~
Week 18: May.10/12
Capstone project presentations & follow-up activities
Capstone project presentations & follow-up activities
Week 19: May.17/19
Capstone project presentations & follow-up activities
Capstone project presentations & follow-up activities
May 23-June 10
~ HSE FINALS PERIOD ~
*NOTE: The instructor reserves the right to change the syllabus when deemed necessary.