This syllabus and other handouts for Hodne’s WRIT 1201 are available in Moodle
1201-008
1201-011
Instructor:
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WRIT 1201: WRITING STUDIO FALL 2010
TUES & THURS
9:45-11:00
ANDERSON 150
TUES & THURS
2:30-3:45
APPLEBY 321
Barbara Hodne
Burton 211B
625-7847
hodne002@umn.edu
Barbara’s Office hours:
Tues & Thurs 12:00-1:30
Other hours by appointment
COURSE DESCRIPTION
This course will introduce you to basic writing strategies you will need for college-level courses. You will practice writing
frequently and get regular feedback from the instructor. The class meets in a computer lab, which means you will have the
opportunity to write, both in class and outside of class; during class, we will emphasize active learning (discussing readings,
writing during class, reading and responding to other students’ writing, and other activities designed to help you think critically
about your writing).
The reading and writing in this class will focus on the topic of education. In our work, you will have opportunities to reflect on
your personal experiences in education, the experiences of others, and the ideas that experts offer as they critique American
education and make recommendations for changing it. By the end of the semester, you will have written papers which describe
your personal experience, analyze the experiences of others, critique ideas in readings, argue for or against recommendations
found in articles, and done library research on a topic related to education. All of this should give you a good foundation for
college-level writing.
GOALS FOR THIS COURSE
 To develop as writers. This includes becoming more proficient and comfortable with the steps in writing (gathering ideas,
planning, drafting and revising).
 To understand the ways that college writers use writing to communicate and what college audiences expect.
 To become more skilled at using outside information in your writing: citing sources, using ideas from others to support and
inform your ideas, using correct documentation
 To become more skilled at organizing and planning a paper, including choosing and using sources to support your main points
 To use computers for word processing, editing, revising and research
 To become more skilled at editing your own writing for grammar, punctuation and style
REQUIRED MATERIALS Available at the University Bookstore in Coffman Union
Michie, G. (2009) Holler If You Hear Me: The Education of a Teacher and His Students 2nd Edition. New York: Teachers College
Press, Columbia University.
A USB flash drive (also called a “thumb drive”) for saving your work
iPad Apps: GoodReader or iBooks
ASSIGNMENTS Your grade for this course will be based on the following assignments.
PAPER ONE: TENSIONS AT SCHOOL (200 POINTS)
Write an essay in which you tell a story or a series of stories designed to make your intended audience understand a
tension you have seen or experienced in your education. You’ll need to decide which details best communicate your
message and what tone would best help your audience listen and understand.
PAPER TWO: WHY ARE THEY SAYING THIS?
(200 POINTS)
For Paper 2, write an essay in which you explore a tension in education discussed in Gregory Michie’s Holler If You Hear
Me: The Education of a Teacher and His Students. This should be a tension that relates to a larger conversation or debate
about education in the United States. Explain, for members of our class who have read the book, what debate Michie and
his students enter, what stand(s) they take, and who needs to hear the message.
PAPER THREE: CHANGING AMERICAN EDUCATION (200 POINTS)
Your earlier papers explored tensions in American schools and challenges in American education. Now, let’s think about
how well schools respond to those challenges. Choose 1) an issue which relates to students, teachers or school
administrators at a school you attended and 2) at least one article from our Moodle site which takes a stand on that issue.
In your essay, connect the article or articles to your experiences in school: explain the author’s argument and explain how
the author’s ideas relate to your school. How would that writer’s plan for reform help eliminate problems or promote the
strengths that you see in your school?
PAPER FOUR:
(200 POINTS) INTERVIEW
You will work with a small group to identify an issue in education and choose a knowledgeable person to interview about
that issue. Each member of the group will be responsible for asking questions about some aspect of the issue (in other
words, you’ll decide on subtopics). You’ll work together to plan and conduct the interview, and then each member of the
group will individually write an essay on his or her subtopic. (See course schedule for a more specific breakdown on
individual responsibilities and group responsibilities.)
INFORMAL WORK (200 POINTS)
You will receive points for informal assignments like prewriting and drafts; reading notes; groupwork notes; advice you give to
classmates after reading their drafts; revision planning (your own statements of what you learned from your classmates); and other
informal work. Some of these assignments will be submitted in Moodle and others will be turned in on paper. At the end of the
semester, we will double-check that I have recorded grades in the Moodle gradebook for all the work you submitted. (If you were
absent for in-class work, you will miss those points.) This portion of your course grade will be determined by the percentage of
points you earned on all informal work (95% of possible points = A, 85% of possible points = B, etc.).
This is a general overview of the coursework; I’ll give you more detailed handouts later.
CLASSROOM POLICIES
Format for all papers you turn in this semester
· Spacing: double-space your papers
· Heading: In the top right-hand corner of your paper, give the following information:
Your Name
WRIT 1201--Hodne
Paper #___
Date
· Title: remember to give your paper a name, one that reflects its main idea.
LATE WORK Warning! After a due date, I concentrate on grading on-time work and moving on to the next stage in the course.
Late work just doesn’t get the same attention that on-time work gets.
▪ Final papers: The due dates for the papers are firm. Because you may fall ill or have a family emergency, I will accept one late
paper without penalty; that late paper must be turned in within one week of the original due date. If you need to use this option,
notify me within 24 hours of the due date. If you turn in any other final papers late, I will deduct 10 points for each day it is late.
▪ Drafts of papers: If you do not submit your draft to me and to your conference group members on the day it is due, you may not
be able to get feedback from us. I will concentrate on writing feedback for drafts I received on time. You can, of course, always
seek advice in the Writing Center.
▪ Informal assignments: If you miss an in-class activity (reading quiz, groupwork handout, prewriting exercise, etc.) you will not
have an opportunity to make up that work. You just lose those points. Individual informal assignments will be worth a small
number of points, so missing one or two won’t hurt your grade much. But be careful not to miss too many.
ATTENDANCE
WRIT 1201 is a writing workshop and your regular participation is very important. Class discussion, in-class work and group
work are essential in this course. It is impossible to earn an A and difficult to earn a B if your attendance is poor, since in-class
discussions prepare you for writing papers and since you can only get credit for informal work if you are in class to do it. If you
miss two classes in a row, I will contact you and your counselor to see if you’re okay. If your absences add up to seven missed
classes—which threatens your success in the course—you and I will meet with your advisor to discuss whether you should
withdraw or continue in the course. We will circulate a sign-in sheet at each class meeting.
CLASS ACTIVITIES
While some class time will be used for completing class assignments, class activities will also include discussing readings, minilectures about writing, conferencing, and focusing on specific goals and areas of your writing. This means that you will need to
work on assignments outside of class, so you will need access to a computer outside of class.
INCOMPLETES
A contract for taking an incomplete (I) in this course will be considered only in case of extreme emergency, only if you have
completed most of the course in good standing, and only if you discuss this with me before the last day of class.
HELP OUTSIDE OF CLASS
If you need help outside of class, please make an appointment with me or make use of my office hours. You may also receive
helpful assistance in the Writing Center in Appleby Hall Room 9.
HELP WITH CLASS WORK
If you have questions about what we are doing in class, please ask! You can talk with me before class, during class, after class or
during my office hours. You can also send questions or concerns by email.
COMPUTER CLASSROOMS
▪ There is no food or drink allowed in the computer classrooms. The equipment is easily damaged and food and drink attracts
unwanted animals and bugs.
▪ You will use the Internet as a source for some of your papers. Plan to use the Internet ONLY for class purposes. Please do
not use class time to check your email.
UNIVERSITY POLICIES
Student Conduct Code:
The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry,
and that serves the educational mission of the University. Similarly, the University seeks a community that is free from
violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and
guests of the University; and that does not threaten the physical or mental health or safety of members of the University
community.
As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the
Student Conduct Code, please see: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html.
Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that
substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to
any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or
related activities."
Use of Personal Electronic Devices in the Classroom:
Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student
using the device but also for other students in the class. To this end, the University establishes the right of each faculty
member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete
information, please reference: http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html.
Scholastic Dishonesty:
You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty.
Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized
collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or
incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain
dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic
record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code:
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html) If it is determined that a student has
cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University.
For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.
The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions
pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional
questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions
regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on
assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited
during an exam.
Makeup Work for Legitimate Absences:
Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such
circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military
service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national
elections. For complete information, please see:
http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.
Appropriate Student Use of Class Notes and Course Materials:
Taking notes is a means of recording information but more importantly of personally absorbing and integrating the
educational experience. However, broadly disseminating class notes beyond the classroom community or accepting
compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product
while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms
and standards of the academic community. For additional information, please see:
http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html.
Grading and Transcripts:
The University utilizes plus and minus grading on a 4.000 cumulative grade point scale in accordance with the following:
A 4.000 - Represents achievement that is outstanding relative to the level necessary to meet course requirements
A- 3.667
B+ 3.333
B 3.000 - Represents achievement that is significantly above the level necessary to meet course requirements
B- 2.667
C+ 2.333
C 2.000 - Represents achievement that meets the course requirements in every respect
C- 1.667
D+ 1.333
D 1.000 - Represents achievement that is worthy of credit even though it fails to meet fully the course requirements
S Represents achievement that is satisfactory, which is equivalent to a C- or better.
For additional information, please refer to:
http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.
Sexual Harassment
"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical
conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work
or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any
University activity or program. Such behavior is not acceptable in the University setting. For additional information,
please consult Board of Regents Policy: http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html
Equity, Diversity, Equal Opportunity, and Affirmative Action:
The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color,
creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual
orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy:
http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html.
Disability Accommodations:
The University is committed to providing quality education to all students regardless of ability. Determining appropriate
disability accommodations is a collaborative process. You as a student must register with Disability Services and provide
documentation of your disability. The course instructor must provide information regarding a course's content, methods,
and essential components. The combination of this information will be used by Disability Services to determine
appropriate accommodations for a particular student in a particular course. For more information, please reference
Disability Services: http://ds.umn.edu/Students/index.html.
Mental Health Services:
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships,
increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental
health concerns or stressful events may lead to diminished academic performance and may reduce your ability to
participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the
broad range of confidential mental health services available on campus via the Student Mental Health Website:
http://www.mentalhealth.umn.edu.
--------------------------------------------------------------------------------------------------------------------------------This syllabus and other handouts are also available on our course Moodle site. Here’s how to get there:
Go to the University of Minnesota’s website at www.umn.edu
Click on the link to MyU (in the upper right corner, next to One Stop).
In the Internet ID box, enter your email login (for example, hodne002).
In the password box, enter your email password.
Click on MyU (again, just under One Stop, towards the top of the screen).
Click on the MyCourses tab
Scroll down to the Moodle section and click on WRIT 1201.
Do before class
Tuesday 9/6
In-class activities
Introductions to the course, books and writing
assignments. Handouts: syllabus, schedule and
writing assignments.
Tensions exercise, discussion and in-class
writing. Look ahead to Holler If You Hear Me.
Week 1
Thursday 9/8
Tuesday 9/13
Read the “Introduction to the
First Edition” of Holler If You
Hear Me (xxix-xxxiii). Mark
important statements. Choose
one part (a page, a paragraph,
or even a single statement) that
you think is important and we
should talk about in class.
First reading quiz (open book, complete in small
groups). Discuss important parts in Holler If
You Hear Me
Read Chapters 1-2 in Holler If
You Hear Me and mark
important parts.
Reading quiz on Holler If You Hear Me (closed
book, completed individually). Discuss the
passages you all marked.
Start your draft of Paper 1.
Print out the writing you have done for Paper 1.
You’ll work in small groups with this.
Briefly discuss Tuesday’s in-class writing.
Introduce Paper 1: Tensions in high schools and
complete another in-class writing. Submit this
in Moodle.
We’ll look at a sample paper and discuss its
strengths and weaknesses; then we will plan our
goals for Paper 1drafts.
Work (at the computers) on Paper 1.
Thursday 9/15
Read Chapters 3-4 in Holler If
You Hear Me. Mark important
parts.
Week 2
Paper 1 draft due by end of class. Submit this
in Moodle and print or email copies for your
conference group members. I’ll post the peer
response questions in Moodle (for you to
answer as you read your classmates’ drafts).
Tuesday 9/20
Read Chapters 5-6 in Holler If
You Hear Me. Mark important
parts.
Read drafts from your
conference group members and
write feedback for them.
Thursday 9/22
Week 3
Reading quiz on Holler. Briefly discuss
passages you marked.
Read Chapters 7-8 in Holler If
You Hear Me. Mark important
parts.
Revise Paper 1, using advice
from conference group.
Reading quiz on Holler. Briefly discuss
passages you marked.
Meet in conference groups to give each other
feedback on your drafts. I’ll ask you to write
what you learned from group members, and
then I’ll give you my comments.
Reading quiz on Holler.
Paper 1 second draft (for editing) due by end
of class. Submit this in Moodle.
Tuesday 9/27
Read Chapters 9-10 in Holler
If You Hear Me. Mark
important parts.
Reading quiz on Holler. Brainstorm Paper 2
topics—what ideas could you explore?
I’ll return your editing drafts and explain how
I’ve marked places that need corrections. Work
with a partner to start your corrections and make
sure you understand the advice I’ve given.
Week 4
Thursday 9/29
Make corrections on Paper 1,
using my editing suggestions.
Tuesday 10/4
Week 5
Thursday 10/6
Tuesday 10/11
Start planning Paper 2: What
stand in Holler If You Hear Me
will you focus on, what larger
conversation does it relate to,
and who needs to hear about it?
What passages in the book will
help you discuss your view?
Paper 1 final draft due in Moodle by end of
class
Draft your main idea and decide
what evidence you’ll use. Write
a plan for Paper 2 (a statement
of your main idea, a list of the
passages you can use for
support, and some writing about
why those passages are
important).
You’ll meet in small groups to discuss your
plans for Paper 2 and to give each other advice.
Let’s make sure your main ideas are meaningful
and that they can be supported by evidence in
the book.
Start drafting Paper 2.
MORNING CLASS ONLY
College in the Schools Event
Meet in Weaver-Densford Hall, Room 7-135
Download from Moodle: They Say/I Say
templates for entering larger conversations
Start drafting Paper 2.
Paper 2 Exercise: Engaging introductions and
meaningful conclusions.
Students from three local high schools who are
taking WRIT 1201 through College in the
Schools will join us for an activity and
discussion
Thursday 10/13
Week 6
Work on Paper 2 draft.
Week 7
Tuesday 10/18
Thursday 10/20
Paper 2 Exercise: Paragraph development
Paper 2 draft due in Moodle by end of class.
Print out or email copies for your conference
group members. I’ll post response questions (for
you to answer as you read your group members’
drafts).
Review the Paper 3 Articles
List (posted in Moodle) and
choose articles you’d like the
class to read and discuss.
First 30 minutes of class: I’ll introduce Paper 3
and ask you to choose readings from the
resources posted in Moodle.
Write feedback on your group
members’ drafts and come
prepared to give revision advice
You’ll meet in small groups to discuss your
drafts of Paper 2 and to give each other advice.
Revise your Paper 2 draft,
using advice from your group.
Work on Paper 2. Editing draft due by end
of class
Tuesday 10/25
Read articles (decided by the
group on 10/18)
Reading quiz and discuss Paper 3 articles.
I’ll return your Paper 2 editing drafts. Work
with a partner to start your corrections and make
sure you understand the advice I’ve given.
Week 8
Thursday 10/27
Tuesday 11/1
Thursday 11/3
Read assigned articles (decided
by the group on 10/18)
Reading quiz and discuss Paper 3 articles.
Read assigned articles
9:45-10:30 Reading quiz and discuss Paper 3
articles.
Make editing corrections on
your Paper 2.
Last 30 minutes of class: Submit Paper 2
final drafts in Moodle.
Decide which articles you will
use for Paper 3 and what your
main argument will be.
Discuss your ideas for Paper 3 and form groups
of students writing on the similar topics. Work
together to draft brief summaries of the articles
you will use.
Week 9
Look at sample summary and templates for
summarizing; plan your own summaries
Tuesday 11/8
Fill out your Paper 3 Planning
sheet. Finish your brief
summaries of Paper 3 articles.
Download:: Paper 3 Planning
Brief summaries of your Paper 3 articles due
at beginning of class. Paper 3 groups will meet
to discuss answers to Paper 3 Planning sheet
questions.
Exercise: Writing an engaging introduction
which mentions both articles and states your
main idea.
Thursday 11/10
Week 10
Read TSIS Chapter 8:
Connecting the Parts
Tuesday 11/15
Week 11
Work on draft of Paper 3.
Thursday 11/17
Draft of Paper 3 due in Moodle by end of
class. Print out or email copies for your
conference group members. I’ll post your
response questions (for you to answer as you
read your group members’ drafts).
Write feedback on your group
Meet in conference groups to give each other
members’ drafts and come
feedback on your drafts. I’ll ask you to write
prepared to give revision
what you learned from group members, and
advice.
then I’ll give you my comments.
PAPER 4: Interview
In small groups, choose issues in education & people to interview about the issues
Use sources (which I will help you find) for background information that will help
you write meaningful interview questions
In your groups, compose your interview questions (group and individual questions)
As a group, conduct your interview (some Qs for whole group, some for subtopics)
Individually, ask questions related to your subtopic
Individually, write your Interview Write-up (a 3-4 page essay and interview on
your subtopic)
Include in your write-up several photos of the person you interviewed
Work on revising Paper 3.
Discuss revision plans for Paper 3.
Week 12
Tuesday 11/22
Form Paper 4 groups of students with similar
topics to work together on research questions.
Decide who to interview and tell me what kind
of articles you need as background for your
interview.
Thursday 11/24
THANKSGIVING
Thursday 12/1
Week 13
Start on your Paper 4 planning
guide: what issue will you
explore and who are some
people you could interview for
Paper 4?
I’ll explain the university’s online databases for
finding articles and discuss how to evaluate if
articles are readable, relevant and reliable.
Tuesday 11/29
Week 14
Revise Paper 3
I’ll introduce Paper 4. We’ll list educational
issues we’ve discovered, consider who might
have experience with them, and plan who to
interview and photograph. I’ll hand out a Paper
4 planning guide.
Paper 3 editing draft due today
H O L I D AY
Search for articles on your topic
that are readable, relevant and
reliable. Write down any
difficulties you have and any
tips for success.
I’ll work with groups in class to search for
articles. The next steps: Choose the most useful
articles and summarize them; draft interview
questions that use information and ideas from
the articles.
Make corrections on Paper 3.
I’ll return your Paper 3 editing drafts.
Paper 3 final draft due in Moodle by 4:00
Use margin notes, highlighting
or underlining to mark main
ideas and supporting points.
Friday 12/2 or
Mon. 12/5
Tuesday 12/6
Summary of at least one article (with a draft of
interview questions based on the article) due by
end of class. Turn in your marked-up copy of
the article with your summary.
Conduct your interviews before Thursday 12/8.
Work on interview write-up
Thursday 12/8
Work on Interview Write-up.
Tuesday 12/13
Paper 4 due in Moodle by midnight today!
Week 15
We’ll spend the first 10 minutes of class on
course evaluations. Come with ideas about what
went well and how the class could be better next
time.
Then each interview group will give a short
presentation (with visual aids) on their
interview.
FINALS WEEK: There will be no final exam in this class.