English 101H: Introduction to Academic Writing
Course Syllabus: Sections 0201 and 0501 (M-W-F), Fall 2010
Instructor: Mr. Thomas (Jody) Lawton Office: TWS 2228
Email: tlawton@umd.edu
Office Phone: [TBA]
Office Hours: MW 2:30-3:30
Classes:
11:00-11:50, KEY 0120
1:00-1:50, TLF 1103
Purpose
English 101 has two primary goals. The first is to assist you in improving your academic writing. We
assume that writing is a skill and that, like any skill, it can be improved through guided practice. The
class is designed to give you that guidance and practice so that, no matter what level of skill you start
with, you can improve the writing skills you have already acquired, and, over the course of the semester,
become a better, more confident writer. The course has the additional goal of helping you to prepare for
the kinds of writing you will be asked to do in your college and professional careers.
 You will explore the question of what constitutes a “fact” for specific purposes.
 You will work on analyzing your audience, and on tailoring your work for that audience.
 You will learn what it means to identify an issue to write about and to consider and reconsider
that issue as you investigate it further.
 You will learn how to identify and make use of the available means of persuasion for your
audience and topic.
 You will learn to use the best available means of support and expression for your audience and
purpose.
In support of your goal of gaining greater control over the process of writing, you will learn a set of
concepts and a vocabulary of language analysis and rhetorical strategy. The more you know
about how language and persuasion work, the more features of style and argument you can recognize and
use, and thus the better and more informed will be the choices you will be able to make in your own
writing. The course syllabus will take you through a series of assignments, each of which will focus on a
different rhetorical and/or linguistic skill. The syllabus specifies the kind of assignment you will do at
each stage, and, in some cases, the subject matter. Our course reading and class discussion will be
centered on two broad themes: the Gulf oil spill and the treatment of women in societies around the
world. These two course themes, selected in consultation with the Associate Director of the Honors
Program and with the Director of the Academic Writing program, have been chosen because they are the
subject of interdisciplinary studies by the Honors Program and the 2010-2011 Maryland First Year Book.
Each of these themes presents a variety of potential research topics for the linked assignment papers. We
will discuss a number of options for choosing a topic related to one of these two course themes.
In addition to the general goals mentioned above, English 101 has the following specific goals:
1.
to teach you the fundamentals of persuasion and suggest how these are adapted to a
variety of special situations in academic writing;
2.
to provide you with a variety of tactics for generating ideas about a topic
3.
to teach you systematic patterns of topic development and organization;
4.
to help you meet the usage standards of the audience you are addressing;
5.
to make you aware of word and sentence level stylistic options;
6.
to teach you techniques for making your writing more coherent;
7.
to help you develop strategies and techniques for revision that you will carry into other
classes and contexts;
8.
to teach you the academic conventions of incorporating and citing the words and ideas of
others;
9.
to increase your awareness of and ability to use research sources;
10.
to help you develop the habit of thinking critically about ideas and about sources of information.
Required Texts:
Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students. 4th ed. New York:
Pearson, 2009. [ISBN: 978-0-205-57443-8]
Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves that Matter in Academic Writing. 2nd
ed. New York: Norton, 2010. [ISBN: 978-0-393-93361-1]
Hacker, Diana. A Pocket Style Manual. 5th ed. Boston: Bedford/St. Martin’s, 2009. [ISBN: 978-0-31259324-7]
Kristof, Nicholas, and Sheryl WuDunn. Half the Sky: Turning Oppression into Opportunity for Women
Worldwide. New York: Vintage, 2009. [ISBN: 978-0-307-38709-7]
Williams, Joseph M. Style: The Basics of Clarity and Grace. 3rd ed. New York: Pearson, 2009.
[ISBN: 978-0-205-60535-4]
Online Course Content
We will use the Blackboard system to access online content related to the course. You can access the
system at this URL: <http://elms.umd.edu>. In order to log in to the system, you need to use your
Directory ID (not your university ID number—the Directory ID is usually based on your name) and
directory password. You should check this site regularly between class periods to see if any
announcements about the class have been posted.
Course Outline
This syllabus is subject to change. Any changes will be announced in class, and students are responsible
for keeping up with such changes.
NOTE ON RELIGIOUS HOLIDAYS: It is the student’s responsibility to inform the instructor in
advance of any intended absences for religious observances. You must give me specific notice in writing
about planned religious observances by the end of the schedule adjustment period (September 13), or
such absences will be counted among your six allowed discretionary absences.
ABBREVIATIONS:
(M) = Monday
(T) = Tuesday
(W) = Wednesday
(Th) = Thursday
(F) = Friday
(S) = Saturday
August 30 (M):
Introduction to the Course
Syllabus and Course Policies, to be distributed
DUE: Information Sheet (distributed in class)
September 1 (W):
Academic Writing: Argument and Rhetoric
DUE: Writing Self-Assessment (handout)
“Ancient Rhetorics” (ARCS 1-43)
“Introduction: Entering the Conversation” (TSIS 1-14)
September 3 (F):
Academic Writing: Conversation and Commentary (continued)
Assignment Sheet for Commentary Paper (handout)
Introduction to Half the Sky (xi-xxii)
“‘I Take Your Point’: Entering Class Discussions” (TSIS 141-144)
“‘What’s Motivating This Writer?’: Reading for the Conversation” (TSIS 145-55)
September 6 (M):
NO CLASS: LABOR DAY HOLIDAY
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ARCS = Ancient Rhetorics
(BB) = Blackboard
TSIS = They Say/I Say
September 8 (W):
The Rhetorical Situation: Writing for an Audience
DUE: Starter Essay
“Kairos and the Rhetorical Situation” (ARCS 44-70)
Half the Sky, chapters 1 and 2 (3-45)
“‘So What? Who Cares?’: Saying Why It Matters” (TSIS 92-100)
September 10 (F):
Summary and Commentary
Half the Sky, chapter 3 (47-60)
“‘They Say’: Starting with What Others are Saying” (TSIS 19-28)
“‘Her Point Is’: The Art of Summarizing” (TSIS 30-40)
***NOTE: Monday, September 13, is the last day for Schedule Adjustment (Drop/Add) ***
September 13 (M):
Grading Standards; Draft Workshop Practice
Readings on Grading Criteria and Academic Dishonesty (BB)
September 15 (W):
Draft Workshop: Audience and Arrangement
DUE: Two printed copies of your Commentary rough draft
(INCLUDING rhetorical situation)
September 17 (F):
Style and Grammar Workshop
Williams, Lessons 1, 3, and 4 (1-7 and 26-54)
September 20 (M):
Draft Workshop: Style and Formatting
(bring a printed copy of the rough draft of your Commentary paper)
September 22 (W):
DUE: COMMENTARY PAPER
Rhetorical Analysis
Assignment Sheet for Rhetorical Analysis Wiki (BB)
“Logical Proof” (ARCS 158-194)
September 24 (F):
Rhetorical Analysis (continued)
“Ethical Proof” (ARCS 195-245)
“The Ethics of Style” (Williams 132-151)
September 27 (M):
Rhetorical Analysis (continued)
“Pathetic Proof” (ARCS 246-266)
ARCS 419-427
September 29 (W):
Inquiry and Evidence
DUE: Invention materials for Rhetorical Analysis Wiki (posted to BB)
Assignment Sheet for Inquiry Paper (BB)
October 1 (F):
Using Sources and Engaging with Them
“‘As He Himself Puts It’: The Art of Quoting” (TSIS 42-50)
Hacker, section 30 (110-115)
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October 4 (M):
Library Day (meet in McKeldin Library, room 6101)
DUE: Brainstorming Keywords Exercise (BB)
“Identifying and Selecting Research Resources” (BB)
“Memory: The Store-House of Invention (ARCS 374-404)
Hacker, sections 26-27 (93-102)
“Identifying Periodical Types” and “Periodical Comparison Chart” (BB)
“Evaluating Books and Periodicals” (BB)
October 6 (W):
Using Sources and Engaging with Them (continued)
“‘Yes/No/Okay, But’: Three Ways to Respond” (TSIS 55-67)
October 8 (F):
Using Sources with Academic Integrity
“‘And Yet’: Distinguishing What You Say from What They Say” (TSIS 68-75)
Academic Integrity links (BB)
October 9 (S):
DUE: Rough Draft of Rhetorical Analysis Wiki Essay Posted by noon
October 11 (M):
Using Sources with Academic Integrity (continued)
Hacker, section 29 (107-109)
October 12 (T):
DUE: Upload the rough draft of your Inquiry paper to BB by noon
October 13 (W):
Draft Workshop Conferences for Inquiry Paper
DUE: Worksheet comments for your group’s drafts
October 15 (F):
Style Work: Voice and Ethos in Academic Writing
“‘Ain’t So/Is Not’” (TSIS 121-128)
Williams, Lesson 2 (8-25)
ARCS 405-419
October 16 (S):
DUE: FINAL REVISIONS OF RHETORICAL ANALYSIS WIKI
POSTED ON BLACKBOARD BY NOON
October 18 (M):
Style Workshop
DUE: Bring a hard copy of your rough draft of your Inquiry Paper
October 20 (W):
DUE: INQUIRY PAPER
The Research Project
Assignment Sheet for Stasis Grid/Research Proposal (BB)
“Stasis Theory” (ARCS 71-116)
October 22 (F):
The Research Project (continued)
October 25 (M):
CLASS CANCELLED FOR CONFERENCES
NOTE: All students will have individual conferences during this week (October 25-29) to discuss
research topics. To be prepared for your conference, you should complete the “Identify and Select
Resources” and “Choosing Databases” Exercises (available via Blackboard), and bring these, along with a
rough draft of your Stasis Grid, to the conference.
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October 27 (W):
CLASS CANCELLED FOR CONFERENCES
October 29 (F):
CLASS CANCELLED FOR CONFERENCES
November 1 (M):
From Inquiring to Arguing a Position
DUE: Revised Draft of Stasis Grid
Assignment Sheet for “Considering Another Side” Paper (BB)
November 3 (W):
Developing Logical Support for a Position
“The Common Topics and the Commonplaces” (ARCS 117-157)
“Lines of Argument” (BB)
November 5 (F):
Developing Logical Support for a Position (continued)
DUE: REVISED STASIS GRID AND RESEARCH PROPOSAL PAPER
“Extrinsic Proofs” (ARCS 267-291)
***NOTE: Monday, November 8, is the last day to drop the course with a “W.”***
November 8 (M):
Developing Argument Paragraphs
“‘As A Result’: Connecting the Parts” (TSIS 105-118)
Williams, Lessons 5 and 6 (55-78)
November 9 (T):
DUE: Upload your “Considering Another Side” draft to BB by noon
November 10 (W):
Draft Workshop Conferences for “Considering Another Side”
DUE: Worksheet comments for your group’s drafts
November 12 (F):
Style: Sentence Emphasis and Figures of Speech
“Style: Composition and Ornament” (ARCS 327-373)
November 15 (M):
Style Workshop
DUE: Bring a hard copy of your “Considering Another Side” draft
November 17 (W):
DUE: CONSIDERING ANOTHER SIDE PAPER
Arguing a Position in a Full Research Paper; Responding to Opposing Views
Assignment Sheet for Final Position Paper (BB)
‘Skeptics May Object’: Planting a Naysayer in Your Text” (TSIS 78-90)
November 19 (F):
Responding to Opposing Views (continued)
November 22 (M):
Workshop on Responding to Opposing Views
November 24 (W):
Organizing a Position Paper
“Arrangement: Getting it Together” (ARCS 292-326)
November 26 (F):
NO CLASS: THANKSGIVING RECESS
November 29 (M):
Metadiscourse and Metacommentary
“‘In Other Words’: The Art of Metacommentary” (TSIS 129-137)
Williams, Lesson 7 (79-90)
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November 30 (T):
DUE: Upload the rough draft of your Final Position Paper to BB by noon
December 1 (W):
Draft Workshop Conferences for Final Position Paper
DUE: Worksheet comments for your group’s drafts
December 3 (F):
Draft Workshop Conferences for Final Position Paper
DUE: Worksheet comments for your group’s drafts
December 6 (M):
Style: Sentence Structure
DUE: Full Rough Draft of Paper #4 (including rhetorical situation)
Williams, Lessons 8 and 9 (91-131)
December 8 (W):
Draft Workshop: Style, Grammar, and Formatting
December 10 (F):
DUE: FINAL POSITION PAPER
Honing Rhetorical Skills Throughout Your Academic Career
Course Evaluations, to be distributed
Final Wrap-up
Names and Phone Numbers/Email Addresses of Classmates
You are responsible for keeping up with the syllabus and course content even if you are absent.
Therefore, you should exchange contact information with at least three classmates so that you can reach
them in the event that you miss a class and need to catch up.
1.
2.
3.
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