Uconn ECE: English 1010- Seminar in Academic Writing
Robert E. Fitch High School
2015-2016
Instructor: Ms. Alyssa MacLean
Room: 2212
Email: amaclean@groton.k12.ct.us
Office Hours: I am always available most days; please make an appt.
Course Overview:
The Seminar in Academic Writing is a course that uses academic writing as a means for
exploration and reflection. In this course, you will have the opportunity to express your
ideas in writing as you practice the art of close reading both literary and informational
texts. You will be expected to read, analyze, argue, and reflect upon not just the author’s
subject but his or her method of writing. As you read these texts you will begin to think
about how the reading transforms your own thinking and vice versa. You will see that you
come into the reading with ideas and that those change over the course of the reading or
multiple readings. Your writing is a dynamic thinking process where you reflect upon and
investigate how your views are changing. You will address how reading and writing shape
our view of the world.
Course Theme:
In this course we will take a critical approach to identity—and how it is formed by, or for,
us. We may discover that unlike what billboards, ads, and social media sites constantly tell
us, identity is not created instantaneously, nor is there such a thing as a “stable” identity.
Identity is always changing and always dependent on our networks of influence, our
context in culture and history, and our seeing of others. Likewise, what we think we know
of others is always mediated by cultural narratives and by our own constructions.
In this course, using texts that force us to consider and reconsider our ideas about memory,
self-creation, relationships, communities, and identities, we will think and write about how
we come to be “who we are.” And we will think particularly about the ways texts—journals,
memoirs, photographs, paintings, essays, and so on—mitigate, inform, or resist
relationships of power and identification. And, in producing our own texts, we will explore
writing as a means for deepening our understandings of these relationships.
Texts
Selected Essays:
Bartholomae, Petrosky. Ways of Reading
Introduction
Berger, John. “Ways of Seeing”
Bordo, Susan. “Hunger as Ideology”
Foster-Wallace, David. “Authority and American Usage”
Kipnis, Laura. “Loves Labors”
Rodriguez, Richard. “The Achievement of Desire”
Additional essays from the text may be added.
Selected Fiction:
Hurston, Zora Neale. Their Eyes Were Watching God
Miller, Arthur. The Crucible.
Salinger, J.D. Catcher in the Rye
Twain, Mark. Huck Finn
Wilson, August. Fences
Vocabulary Level “F” ($10).
Selected novels ($15).
What is the UCONN First Year Writing Program (FYW)?
The UCONN First Year Writing Program encourages intellectual curiosity and exploration
in critical thinking, reading, and writing. The courses are not meant to communicate a
particular set of facts to students, but instead help students learn to practice and engage in
academic discourse.
COURSE GOALS AND OBJECTIVES, UCONN ENGLISH DEPARTMENT:
Critical Literacy
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understands that academic writing is grounded in inquiry
the ability to distinguish one’s own ideas from the ideas in readings
the ability to integrate one’s own ideas with ideas from readings
understands how academic argument works
works with writing assignments as a series of intellectual tasks
Rhetorical Knowledge
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understands the power dynamics in particular writing situations
understands reader expectations
negotiates the demands of reader expectation and writing purpose
responds appropriately to assignments
Logic and Use of Academic Writing Conventions (as reflected in finished papers)
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a central idea or controlling purpose (a thesis) that requires detailed argument
and development
careful contextualization of the thesis in light of the readings that ground the
assignment
● paragraphs that develop the thesis in any number of ways, from offering
examples with explanations, to citing authorities, to critically examining a claim
from the reading, to comparing/contrasting, to offering a logical chain of
reasoning, to defining and redefining terms, and so on
● paragraphs that relate to each other in an intellectually coherent and logically
competent way
● sentences that move fluently and fluidly in sequence
sources that are properly documented and quotations that are properly punctuated
● typed prose edited for expression and proofread for correctness
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Writing and Reading Processes that Work for the Student (or what students should
understand about writing and themselves as writers)
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their characteristic strengths and weaknesses as writers
writing processes or strategies that work for them
the possibilities and limitations of collaboration in reading and writing
the connection between writing and academic inquiry
the need to continue to work on their writing throughout their academic careers
You receive two grades for this course:
The Uconn ECE grade is comprised mostly of your writing and improvement upon your writing,
while your Robert E. Fitch grade is based upon all of the components below.
Grading Policy: Robert E. Fitch High School
30%- Literary Analysis/Critical Stance Papers, Tests, Projects
20%- Quizzes and Journals
20%- In-class Participation and Class Work
20%- In-Class Writing—Timed Writes and Practice AP Essays
10%- Homework
Grading Policy: Uconn ECE
Major papers: 80%
In-class responses: 10%
Final Reflection: 10%
Revision:
All formal writings involve the production of multiple drafts and revision. Each major
paper will go through significant revision, and you are expected to put the appropriate time
and effort into your work.
Small group revision: Students will work in intensive small group revision workshops with
a group of students for the year. This will give you the opportunity to work closely with the
same group of students as you engage in constructive revision techniques.
Conferences: You will be expected to have conferences with me about your writing in all of
its stages. I will assign you a conference time either during class, during advisory, or after
school. Be prepared with your work and specific questions/concerns you have about your
essay. Teacher feedback will be provided before, during, and after the submission of a
polished final draft.
Informal Writing Assignments: Informal writing assignments do not involve intensive
planning and revision. These assignments are one page essays in class analyzing short
stories, poems, film, and art. Informal writings also include dialectical journals, homework
journals, in-class reflections, and in-class warm-up assignments. However, on selected
informal writing assignments, students will get the chance to revise these as a means of
growth in the writing process.
Information Literacy: As part of Uconn’s general education requirements, students are
expected to learn the practices of university research and academic discourse. In this
course, you will not only use the library resources that we have here (ICONN and other
academic journal databases), but you will also use your UCONN Net ID and password to
access the university library catalog and databases. This course serves as an introduction to
that system.
Final Reflective Response: Students will compose a response essay due in place of a final
exam. In this essay, you will look back at all of your written work to see how your writing
and your thinking has changed. What have you noticed about your writing? Yourself? Your
world? Society? This is why it is important that you keep all of your essays (first drafts
through final papers) so that you can reference what you have done this year.
Procedures:
Notebooks: Pen (black/blue)/pencil
Classroom Text
3 Ring Binder
1. Composition (literary analysis, in-class writings, etc.)
2. Literature (notes, worksheets, etc.)
3. Vocabulary/literary terms/grammar
Paper - 3 hole-no edges
Sticky Notes
Textbooks: You are required to cover each textbook within a week of receiving it. Lost or
damaged books will be charged to your account. Report cards and grades will not be
released until the account is cleared.
Assignments: All assignments are due on the assigned due date. Exceptions will only be
permitted in the case of an emergency, excused absence or special arrangement preapproved by me.
1.
Once you are given an assignment, it is your responsibility to remember when it is
due, even if I don’t mention it again in class. I suggest keeping track of your assignments
using a planner or calendar. In addition, all of your homework assignments are posted on
the class calendar on my website. So, if you forget to write it down, check the website.
2.
All work must be completed in a satisfactory manner to receive full credit. Late
work will not be accepted.
3.
When I check your homework, it will be graded on the scale below:
90-100= Complete, thorough, exceeds required expectations
70-80 = Complete, meets expectations
50-60 = Somewhat incomplete, and shows evidence of minimal work and effort
40 = Half complete, and displays little to no effort
0 = Less than half complete or not done
Typed Assignments: All assignments are due on the assigned due date. SAVE OFTEN AND
BACK UP YOUR WORK! This is a habit you must cultivate, and it’s your responsibility to
protect yourself from losing work. Students who do not have a computer, printer or
working printer have the following options:
1.
You may bring in a flash drive with the paper on it and print in the school library
BEFORE CLASS. There will be no interruptions during class to print papers.
2.
You may email your paper to yourself and print it in the library BEFORE CLASS.
(Suggestions: email it as an attachment to avoid formatting errors, as well as cut and paste
it directly into the body of the email. This way, you have two means of accessing your
work.)
3.
Share it with me using your GPS Google account.
Class Preparation: You are expected to be prepared for class with all materials: books,
notebooks, homework, pens, pencils, projects, etc.; therefore, you are expected to visit your
locker before class. There will be no locker passes to retrieve class materials. Failure to
arrive prepared for class will negatively affect your participation grade.
Classroom Behavior: Attitude is everything. You are required to contribute to class
discussions, participate in activities and work cooperatively with your classmates.
Negativity, profanity, intolerance and hateful language or behavior is forbidden.
Destruction of property is not allowed. I am available before and after school to help
mitigate any problems that you may be experiencing in the classroom.
Classroom Rules:
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ELECTRONIC DEVICES should be off and out of sight unless I say you can use your
device for an academic assignment. THEREFORE, FOR THE DURATION OF THE CLASS
PERIOD YOU ARE NOT TO HAVE YOUR PHONES OUT TO USE SOCIAL MEDIA, TEXT, or any
other phone-related function. There will be no charging phones during class.
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I will hold (for the class) any device being used during class time. If that same
device is used again, or you do not give me the device, you will receive an office referral.
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Respect each other’s space, property, and speech.
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No food. Closed containers of juice and water are permitted.
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Remain in your seats until the bell rings. The class will not be dismissed until all
trash is picked up off the floor, all materials have been returned to their proper location,
and all desks are returned to their places. Only then, will I dismiss the class. Do not line up
at the door before the bell rings.
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Cheating during a test or quiz results in a zero for all parties involved and parent
notification; there is no make-up test.
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Please dispose of your trash by following the proper procedure: walk to the trash
can and throw it out. Do not throw anything in the room.
Consequences for not following the classroom rules:
1.
Verbal Warning
2.
Detention- Parent/Guardian Notified
3.
Student Referral to Administration
4.
Conference with Parent/Student
*All Fitch Senior High School Policies and Rules apply to this classroom.
Make-up Work (Excused Absences ONLY): You are responsible for making arrangements to
make up homework.
1.
Once you return to school, you have 5 days to turn in make-up work. You must make
arrangements to make-up work immediately upon your arrival to school, and only if your
absence is excused. After five days, the assignment grade is a zero and cannot be made up.
2.
Homebound instruction is available for students if 10 days+ of consecutive excused
absences are expected with a medical recommendation.
3.
Test and quizzes can only be made up after school by appointment.
Lavatory:
1.
Since I am responsible for your safety, you must sign out and sign in after returning
from the lavatory. You have 5 minutes to use the lavatory. When we have class during the
lunch period, you may not leave to go to the lavatory when lunch is in session. This is a
school policy and it must be enforced. You may go to the nurse if you have a true
emergency.
2.
Do not interrupt during times of direct teaching to use the pass unless you have an
emergency.
3.
Abuse of the pass will result in pass restriction in this class and/or disciplinary
referral.
Tardy Policy: If you are not in the classroom when the bell rings, you are considered tardy.
Being late to class is an unacceptable disruption that is inconsiderate to your classmates
and me. Excessive tardiness will result in loss of credit. An office referral is issued after
three tardies. Please see the student handbook for tardy consequences.
Academic Integrity:
 Cheating, plagiarism, or copying any assignment, big or small, is
unacceptable and will result in a zero on the assignment.
 Students are not allowed to make up an assignment that they cheated on the
first time.
 Please refer to the student handbook for disciplinary action regarding
plagiarism.
 See attached plagiarism policy from the University of Connecticut. As a
sanctioned University of Connecticut course, I must also follow their rules
regarding plagiarism.
 Turnitin.com will be used for all papers written outside of class.
Extra Credit:
There are no extra credit assignments available for this class to compensate for work that
was not submitted or poorly completed. The best way to succeed in this course is to do the
work assigned when it is assigned and to put in your best effort. I am available after school
for help by appointment. I am not available during plan or lunch times.