English 101: Academic Writing and Research (4.0 credit hours)
Spring 2007
Section 027—10:15-11:05
MT (Tompkins 129); ThF (Tompkins G121)
Instructor: Koren Kessler
Office: Tompkins 111
Office Phone: 513-7758
Office Hours: T
12:30-2:00
Th
12:20-1:20
F
12:30-2:00
and by appointment
E-mail: korenk@bellsouth.net
(please e-mail me at any time with any
questions, comments, or concerns you may
have, but allow at least 24 hours for replies
to e-mails)
Graduate Teaching Assistant: Mr. Matthew Davis
Office: Second floor Tompkins, cube #255
Office hours: T/ Th 11:15-12:15
E-mail: mgdavis5@ncsu.edu (best contact)
Office Phone: 515-3354 (shared line)
Course Description
Intensive instruction in academic writing and research. Basic principles of rhetoric and strategies for
academic inquiry and argument. Instruction and practice in critical reading, including the generative
and responsible use of print and electronic sources for academic research. Exploration of literate
practices across a range of academic domains, laying the foundation for further writing development in
college. Continued attention to grammar and conventions of standard written English. Successful
completion of ENG 101 requires a grade of C- or better. This course satisfies the freshman composition
and rhetoric component of the General Education Requirements in Writing and Speaking.
Prerequisite: A grade of C- or better in ENG 100 or placement via English department guidelines.
GER Category Objectives: Writing and Speaking
Each course in the writing and speaking category of the GERs will provide instruction and guidance that
help students to:
1. Communicate effectively in specific writing or speaking situations, which may include various
academic, professional, or civic situations; and
2. Understand and respond appropriately to the critical elements that shape communication situations,
such as audience, purpose, and genre; and
3. Critique their own writing or speaking and provide effective and useful feedback to enable other
students to improve their writing or speaking; and
4. Demonstrate critical and evaluative thinking skills in locating, analyzing, synthesizing, and using
information in writing or speaking activities.
ENG 101 Learning Objectives
In keeping with these general goals, ENG 101 is specifically designed to help students
1. Learn basic principles of rhetoric and develop an understanding of written texts as arguments
generated for particular purposes, audiences, and rhetorical contexts.
2. Examine similarities and differences in forms of inquiry and writing across academic disciplines.
3. Practice analytical reading strategies and hone the ability to summarize, paraphrase, draw evidence
from, synthesize, and respond to the scholarship of others.
4. Learn to find and evaluate print and electronic source materials appropriate for academic research
projects.
5. Learn to develop original arguments for a range of academic purposes.
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6. Practice critically evaluating their own and others' work and collaborating effectively with other
writers throughout the writing process.
7. Practice and refine technical skills in areas such as grammar, mechanics, and the documentation of
source materials.
For additional information about the First-Year Writing Requirement, see the program’s website at
http://www.ncsu.edu/firstyearwriting
This is a computer-assisted composition course, which means that on Mondays and Tuesdays
throughout the semester we’ll meet in the computer classroom (Tompkins 129); on Thursdays and
Fridays, we meet in the traditional classroom (Tompkins G121)
REQUIRED TEXTS
Kirscht, Judy and Mark Schlenz. Engaging Inquiry: Research and Writing in the Disciplines.
Upper Saddle River, NJ: Prentice Hall, 2002. $66.60 (new); $49.95 (used)
Anson, Chris M., Robert A. Schwegler and Marcia F. Muth. The Longman Writer’s
Companion. New York: Longman, 2005. $44.40 (new)
OR The Longman Concise Companion $34.40 (new)
Recommended: An acceptable college dictionary (such as The American Heritage College
Dictionary).
You will also need sufficient print quota to print all major projects, and you will occasionally be
required to print out and bring to class copies of texts that will be made available to you via the course
web page: http://courses.ncsu.edu/eng101/lec/027
POLICIES
Attendance: Because of the collaborative and cooperative nature of the first-year writing courses, class
attendance is crucial. Students who miss the equivalent of 9 or more 50-minute classes will earn a grade
of F. That is, more than two weeks’ worth of absences will result in failure to meet this element of the
General Education Requirements, and you will need to repeat the course.
This policy does not distinguish between “excused” and “unexcused” absences, even in the case of
family, legal or health emergencies. All absences will count toward the total number, and this policy
obtains from the moment the student is registered in the course. It is your responsibility to keep track of
your absences; no warnings will be given if you are on the brink of missing more than the permissible
number of class meetings (although you may check with me at any time to confirm your attendance
record). Because this policy includes all types of absences, those defined by the university as excused do
not have to be cleared with me beforehand.
I take attendance and make announcements about assignments in the first five minutes of class, so if you
are late, be sure to speak with me after class so that you are counted present and so that you receive any
necessary information. This is your responsibility. It is also your responsibility to make arrangements
with me about turning in any missed work. There are no makeups for in-class quizzes that you miss due
to absence or tardiness.
If you are more than 15 minutes late, you will be marked absent.
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Participation: Participation is crucial in this class because we will rely on one another for feedback on
our writing and thinking processes. Ideally, you will learn as much (or more) from each other as you
will from me. Participation accounts for 15% of your final grade. Class participation means more than
how much you say in class; it’s your effort to be present—both in mind and in body—in our discussions.
Homework, in-class writing exercises, and quizzes will be included in your participation grade. Your
grade will reflect your attendance, preparation, and the quality of your contributions to our class work.
See the online course policies page for further explanation of participation grades.
Evaluation: Your final grade will be cumulated on the basis of your scores for the five major papers, a
final exam, and participation:
Paper 1: Comparison of popular and academic sources
5%
Paper 2: Formal Observation Report
15%
Paper 3: Experience-Based Critique of Theory in the Social Sciences
15%
Paper 4: Comparison of Critical Interpretations in the Humanities
20%
Paper 5: Literature Review
25%
In-class writing: Final Exam
5%
Participation
15%
You must turn in all five major papers in order to pass this course. You must also turn in drafts and
revisions of two major papers to pass this course. Initial drafts of the two major writing assignments will
be evaluated with comments and suggestions for improvement.
In grading your written work, like other instructors of ENG 101, I will look for a purposeful response to
the audience and situation, a clear and logical argument, thoughtful use of textual evidence, and
effective use of appropriate formal and stylistic conventions. See
http://social.chass.ncsu.edu/fwp/evalcriteria.htm for further description of the First-Year Writing Program’s
criteria for evaluating writing.
There are no rewrites of graded assignments in this class. It is your responsibility to take advantage of
my written feedback and my office hours; I expect you to come to me before or as you have a problem
and before you turn in your paper for a final grade. You must earn a C- or better in English 101 in
order to fulfill this portion of the General Education Requirements.
Late work: It is neither in your interest nor in mine for you to turn in work after the due date.
Therefore, late work will be subject to a penalty of one letter grade per class day late. (For example, a B+
paper turned in one class day late would receive a final grade of C+.) Computer and printer problems
are no excuse for turning work in late; foresee the possibility that technical difficulties will arise, and
print your paper well before class time on the due date. Also be sure to back your documents up on disk
as you write, so that technical failures will not cause you to lose your hard work. If a required draft is
submitted after the due date, or if the draft is incomplete or missing at peer review, 1/3 letter grade will
be detracted from the final grade for assignment; that is, a B+ paper would receive a final grade of B.
Paper Format: All major projects and take-home exercises, must be double-spaced, using 12-point type
size only, with 1-inch margins on all sides. The paper’s title (not underlined, italicized, or enclosed in
quotation marks) should be centered near the top of the first page, with your name in the top left corner.
Page numbers should appear on all pages after page one, and the top left corner must be stapled. Be
sure to keep a copy of all papers you submit.
Academic Integrity: Plagiarism is defined as copying the language, phrasing, structure, or specific ideas
of others and presenting any of these as one's own, original work; it includes buying papers, having
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someone else write your papers, and improper citation and use of sources. When you present the words
or ideas of another (either published or unpublished) in your writing, you must fully acknowledge your
sources. Plagiarism is considered a violation of academic integrity whenever it occurs in written work,
including drafts and homework, as well as for formal and final papers.
The NCSU Policies, Regulations, and Rules on Student Discipline
(http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php) set the
standards for academic integrity at this university and in this course. Students are expected to adhere to
these standards. Plagiarism and other forms of academic dishonesty will be handled through the
university's judicial system and may result in failure for the project or for the course.
See the Office of Student Conduct website for additional information about academic integrity:
http://www.ncsu.edu/student_affairs/osc/AIpage/acaintegrity.html. We’ll discuss at greater length
what constitutes plagiarism and acceptable methods for acknowledging sources. If you have any
questions about the definition of plagiarism and how to avoid it, please see me and/or consult The
Longman Writer’s Companion.
Campus Resources:
Writing and Speaking Tutorial Services
For help with any writing assignment, for any course, visit one of the free walk-in centers on campus.
Writing Tutors are available through the University Tutorial Center in Leazar Hall, and in other
locations on campus. For hours and further information, see
http://www.ncsu.edu/tutorial_center/writespeak/
LOBO
The Library Online Basic Orientation tutorial can be found through D.H. Hill Library's instruction page:
http://www.lib.ncsu.edu/tutorials/lobo/
Ask a Librarian
Visit http://www.lib.ncsu.edu/libref/ to learn how to reach the Reference Staff and D.H. Hill Library.
Disability Services for Students
Reasonable accommodations will be made for students with verifiable disabilities. In order to take
advantage of available accommodations, students must register with Disability Services for Students at
1900 Student Health Center, Campus Box 7509, 515-7653,
http://www.ncsu.edu/provost/offices/affirm_action/dss/
Course Schedule: All readings are to be completed before the class meeting for which they are assigned.
Reading assignments are provisional and may be subject to change. This syllabus is subject to revision
according to the interests and needs of the class.
On Mondays and Tuesdays, meet in Tompkins 129; on Thursdays and Fridays, meet in Tompkins
G121 (ground floor).
UNIT I:
PRINCIPLES OF ARGUMENT AND RHETORIC
Th
1/11 Course introduction
In class: Syllabus overview
Writing assignment
5
F
1/12 Course introduction, continued
Reading due: EI pp. 1-7 (“Introduction”)
Writing due: 2-3 page summary of introduction to Engaging Inquiry
In class: Writing assignment
M
1/15 Holiday; no class
T
1/16 Reading argument
Reading due: Zinsser, “College Pressures” (linked from course schedule page)
Writing due: One-paragraph summary of “College Pressures”
In class: Principles of argument
Th
1/18 Reading scholarly argument
Reading due: Pritchard and Wilson, “Do Coping Styles Change During the First Semester of
College?” (linked from course schedule page)
Writing due: One-paragraph summary of “Do Coping Styles Change…“
LOBO 2.2: “Defining Research Needs – Differences Between Resource Types”
In class: Introduction to Paper #1
F
1/19 Comparing features of academic and popular writing, continued
Writing due: LOBO 5.1: “Evaluating Resources – Evaluate Articles”
In class: Inventing and supporting comparative claims
Evaluative criteria for Paper #1
M
1/22 Drafting Workshop, Paper #1
In class: Structuring the comparison paper
Inventing and supporting comparative claims, continued
T
1/23 Supporting your comparative claims: Using sources
Writing due: Draft of supporting paragraphs for Paper #1 (electronic version)
LOBO 6.1: “Using Resources—Understand Plagiarism”; 6.2: “Using Resources—Integrate Your
Research”; and 6.3: “Cite Your Sources”
In class: Workshop, Paper #1
Th
1/25 Peer Review: Paper #1
Writing due: Complete draft of Paper #1 (hard copy)
Works Cited entries for Paper #1
UNIT II:
INQUIRY AND WRITING IN THE NATURAL SCIENCES
F
1/26 Introduction to writing in the Natural Sciences
Writing due: Final draft of Paper #1
In class: Self-assessment of Paper #1
You are responsible for printing out the remainder of the course schedule, linked from the
course web page.
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M
1/29 Inquiry in the Natural Sciences
Reading due: EI pp. 11-14 (“Inquiry and Writing in the Sciences: Goals and Purposes”); EI pp. 1623 (“Bacon’s Idols”); EI pp. 23-28 (“Methodical Observation in the Sciences”)
Writing due: Notes from Friday’s class (electronic version)
In class: Introduction to Paper #2
T
1/30 Analyzing a formal scientific report
Reading due: EI pp. 89-96 (Quinn, “Coyote Food Habits”)
EI pp. 31-36 (“Formal Writing in the Sciences”)
In class: Analysis of Quinn’s report
Th
2/1 Workshop: Inventing the observation report
In class: EI Inquiry 1.1, Option a, Steps One and Two, p. 14-15
F
2/2 Drafting the observation report
Writing due: Notes from Thursday’s observation (hard copy)
In class: Workshop, Paper #2
M
2/5 Refining the observation report; surface features of writing in the Sciences
Reading due: EI pp. 38-39 (“Efficiency”)
Writing due: All writing from Friday’s workshop (electronic version)
In class: Workshop, Paper #2
T
2/6
Analyzing a sample observation report
Reading due: EI pp. 103-108 (student essay)
In class: Evaluative criteria for Paper #2
Th
2/8 Peer Review: First draft of Paper #2
Writing due: Complete draft of Paper #2 (hard copy)
F
2/9 Introduction to writing in the Social Sciences
Writing due: First draft of Paper #2
In class: Self-assessment for first draft of Paper #2
M
2/12 Introduction to academic research
In class: Preliminary research workshop for Paper #3
T
2/13 Revising the Observation Report
In class: Revision workshop, Paper #2
Th
2/15 Peer Review: Final draft of Paper #2
Writing due: Complete revision of Paper #2 (hard copy)
UNIT III:
INQUIRY AND WRITING IN THE SOCIAL SCIENCES
F
2/16 Introduction to Writing in the Social Sciences
Writing due: Final draft of Paper #2
In class: Introduction to Paper #3
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Self-assessment for final draft of Paper #2
M
2/19 Reading theory in the Social Sciences
Reading due: EI pp. 170-187 (Allport, “The Formation of In-Groups”); EI 111-119
Writing due: Answers to homework questions on “The Formation of In-Groups”
T
2/20 Critiquing theory in the Social Sciences
CHECK PAGES Reading due: EI 119-128 (“The Role of Theory”); EI pp. 136-138 (“ExperienceBased Theory Critique Essay”)
In class: Practicing critique with Allport
Th
2/22 Research in the Social Sciences
Writing due: List of possible research questions and search terms for Paper #3
In class: Research workshop
F
2/23 Research in the Social Sciences, continued
Writing due: List of possible research questions and search terms for Paper #3
In class: Research workshop; finalization of source for Paper #3
M
2/26 Summarizing theory; generating critical claims
Reading due: Annotated hard copy of source for Paper #3
Writing due: Draft summary of source (electronic version)
In class: Workshop, Paper #3
T
2/27 Supporting critical claims; organizing the critique
Reading due: Annotated hard copy of source for Paper #3
Writing due: Draft summary and two paragraphs of critique (electronic version)
In class: Workshop, Paper #3
Th
3/1
Analyzing a sample Critique
In class: Evaluative criteria for Paper #3
F
3/2
Peer Review, Paper #3
Writing due: Complete draft of Paper #3 (hard copy)
M 3/5 through F 3/9:
Spring Break: no class
M
3/12 Introduction to writing in the Humanities
Writing due: First draft of Paper #3
In class: Self-assessment for first draft of Paper #3
Conference sign-up
T
W
Th
3/13 Individual conferences: No class
3/14 Individual conferences
3/15 Individual conferences: No class
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F
3/16 Revision Workshop, Paper #3
Bring all reviewers’ comments on first draft of Paper #3
M
3/19 Peer Review, Final draft of Paper #3
Writing due: Complete revision of Paper #3 (hard copy)
UNIT IV:
INQUIRY AND WRITING IN THE HUMANITIES
T
3/20 Introduction to Writing in the Humanities, continued
Reading due: O’Connor, “A Good Man is Hard to Find” (on electronic reserve; linked from
course schedule page)
Writing due: Final draft of Paper #3
In class: Interpreting primary texts in the Humanities
Self-assessment for final draft of Paper #3
Th
3/22 Reading scholarship in the Humanities
Reading due: Bandy, “‘One of My Babies’: The Misfit and the Grandmother” (on electronic
reserve; linked from course schedule page)
In class: Analyzing assumptions and interpretive claim
F
3/23 Synthesizing interpretations
Reading due: Desmond, “Flannery O’Connor’s Misfit and the Mystery of Evil” (via EbscoHost;
linked from course schedule page)
In class: Introduction to Paper #4
M
3/26 Research in the Humanities
Writing due: 1-page explanation of your interpretation of your chosen primary source for Paper
#4
In class: Research for Paper #4
T
3/27 Library tour; research for Paper #4
Meet on porch of D. H. Hill Library
Th
3/29 Comparing interpretations
Reading due: Both secondary sources for Paper #4 (bring hard copies)
In class: Annotation and drafting workshop
F
3/30 Analyzing a Comparison of Critical Interpretations in the Humanities
Writing due: Partial draft of Paper #4 (hard copy)
In class: Evaluative criteria for Paper #4
Preliminary peer review for Paper #4
M
4/2
Synthesizing interpretive claims and approaches
Reading due: Both of your secondary sources for Paper #4 (bring hard copies to class)
In class: Workshop, Paper #4
Preliminary peer review for Paper #4
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T
4/3 Revising the comparison
Reading due: Both secondary sources for Paper #4 (bring hard copies to class)
Writing due: Complete draft of Paper #4 (electronic copy)
In class: Workshop, Paper #4
MLA Works Cited format for Paper #4
Th
4/5 Peer Review: Paper #4
Writing due: Draft of Paper #4 (hard copy); bring hard copies of secondary sources
F
4/6
Holiday; no class
UNIT V: THE LITERATURE REVIEW
M
4/9 Generating research questions for the Literature Review
Writing due: Final draft of Paper #4
In class: Introduction to Paper #5
Self-assessment for Paper #4
T
4/10 Researching the Literature Review
In class: Research for Paper #5
Th
4/12 Independent research for Paper #5: meet in reference area of D. H. Hill Library
Writing due: Topic proposal and research questions for Paper #5
In class: Research workshop for Paper #5
F
4/13 Independent research for Paper #5: meet in reference area of D. H. Hill Library
By the end of Friday’s class, you should have located at least three articles appropriate for use in
Paper #5. You will need to check in with me before the end of Friday’s class to report the status
of your research.
M
4/16 Synthesizing and organizing information for the Literature Review
Reading due: At least three sources you plan to use for Paper #5; bring hard copies to class.
In class: Workshop, Paper #5
Documenting research for the Literature Review
T
4/17 Synthesizing and organizing information for the Literature Review,
Reading due: At least four sources you plan to use for Paper #5; bring hard copies to class.
Writing due: All material generated in class on 4/16 (electronic copy)
Th
4/19 Analyzing a sample Literature Review
In class: Evaluative criteria for Paper #5
F
4/20 Workshop: Refining the Literature Review
Writing due: Complete draft of Paper #5 (hard copy)
M
4/23 Peer review for Paper #5
Writing due: Draft of Paper #5 (electronic copy)
10
T
4/24 Peer Review: Paper #5
Writing due: Draft of Paper #5 (electronic copy)
Th
4/26 Peer Review: Paper #5
Writing due: Complete draft (hard copy)
F
4/27 Course wrap-up
In class: Strategies for the essay exam
Your fifth paper is due during our scheduled exam time, when you will complete a written
exam:
Section 027:Wednesday, May 2, 8-11 a.m., Tompkins G121