Welcome to English 391: Advanced Composition Real World Asks Big Questions of Rising Graduates Instructor: Catherine Bayly, Lecturer in UMD Professional & Academic Writing Programs Office Hours: Tawes 2109; Monday 9-10am, 2-3:30pm; Wednesday 2-2:00pm; Friday 2-2:30pm (Note: Please make appointments for office hours, as I am frequently running student meetings in my office or elsewhere.) Best Contact: cbayly@umd.edu (Note: I use a Canvas course site to post the syllabus, announcements, assignments, etc. Please set your notifications to “immediately” and be sure to provide the email address you use most frequently.) Required Text Writing Arguments—Ninth Ed. Recommended texts A good print dictionary, thesaurus, and style manual (American Heritage or Oxford , Pocket Style Guide, DK Handbook, Little Seagull, etc.) Web Resources https://www.elms.umd.edu www.engl-pw.umd.edu (the Professional Writing Program’s homepage) www.lib.umd.edu (the University’s library homepage) owl.english.purdue.edu/owl (the Online Writing Lab at Purdue University) Some Great Big Questions: What does Higher Ed have against motherhood? What is the big deal with adjunct labor in Higher Ed? Why are STEM fields still so often a “Man’s World”? What is causing the current upswing in police brutality and what can students do about it? Why are college campuses becoming “militarized,” and what are the outcomes? Why do American students feel disconnected from politics? What is the best way to adapt technology to the classroom? Do campus diversity initiatives work as intended? Are mental health facilities on campus adequate? What is the relationship between Higher Ed and nutrition? How well is Higher Ed preparing students for the professional world outside? Course Objectives In this Advanced Composition course, you will practice the writing/composition skills most often employed in life beyond academia. Our focus will be on adapting previously learned writing and rhetorical skills for “real world” audiences. Specifically, employers consistently say that strong writing skills are of paramount importance when they evaluate potential candidates. It is no wonder, for you will need to produce professional quality documents which reflect on you and your employer. As such, I will expect all of your communication with me to reflect professional formats and conventions, including email. Our classroom will be a professional environment, so we will often conduct our course in a seminar style, and sit in the round whenever possible—I hope our meetings will be rich in discussion and practical in focus. While I’ve taught composition for years and have much to give you in experience and praxis, I will also expect quite a bit from you. I will trust your intellect and do the work of helping you shape written discourse on the subjects from which you’ve chosen to fashion your life. And, in our classroom and through the trajectory of linked research assignments, I hope you will bring your expert field knowledge to bear on weighty issues in your chosen discipline. You will have your choice of topic for class research, and we will spend our first weeks establishing interests. I will expect you to take risks and ask (and answer!) challenging questions about the world around you. I will suggest that you choose something with gravitas: a problem you see on campus (i.e. gender politics on campus), in your community (i.e. a public safety issue that needs addressing), or in your chosen field (i.e. reduced funding for humanities). While these topics may include big, abstract, or theoretical underpinnings, they should also address practical, administrative, logistical concerns wherever possible. So, while they may be aligned with work done in your other classes, they will also provide real world, localized solutions. Be prepared to focus on these topics in depth and for extended periods of time. These topics should be meet three criteria at once: 1) genuine interest and imagination, 2) relation to your planned profession, 3) feasibility of potential solutions. Additionally, I’ve shaped this course around evolving genres and mediums. Slam poetry is writing. Think pieces are writing. Public Service Announcements are writing. Web pages are writing. Commercials are writing. Our assignments will not simply be “papers,” because real world writing is not comprised of a string of papers. But argument remains at the core of the pieces we’ll write. We will conducts many forms of research, pitch our ideas to the group, write a literature review, create a website, write an Op-Ed, create a visual argument (either video or print), write job/graduate school application materials, and complete a final proposal to send to a real world audience. Expect to attend class every day, to write and rewrite your papers, and to read and comment on the writing of your classmates. Goal-wise, you can expect to: Analyze a variety of professional rhetorical situations and produce appropriate texts, adapting the text to the knowledge base of the audience Produce persuasive texts that reflect the degree of available evidence and take into account counter arguments Understand and practice the skills needed to produce competent, professional writing including planning, drafting, revising and editing Identify and implement appropriate research methods for each writing task Practice the ethical use of sources and the conventions of citation appropriate in your field Improve competence in Standard Written English (including grammar, sentence and paragraph structure, coherence and document design) and use this knowledge to revise texts Essential Course Rules Rule#1: REDUCE DISTRACTIONS No cell phones visible in the classroom: As a woman of the 21st century, I understand quite well the siren song of a vibrating iPhone. However, in a professional environment, we must resist the temptation to use indiscriminately. Texting in class is distinctly unprofessional. Food, etc.: I do understand that our classes all fall around lunch time. So, please eat if you must, but keep your chomping to a minimum, and no three-pointers to the trash can. Those would be distinctly unprofessional. Rule #2: PROOFREAD. By implementing practices of printing your work, reading aloud, and finding a draft reviewer, you will save yourself time and find places to improve your writing. If you simply read from the computer screen, your eyes auto-correct and you tend to miss many places where you could revise and correct. 1. Every graded assignment must be proofread aloud. 2. Each assignment requires an editing/proof- reading draft on which this proofreading exercise was performed. Specifically, you must print a hard copy of your paper, read it aloud (or listen to a friend do so). 3. Complete an in-class draft workshop. 4. Note any errors: typos, inconsistencies, mistakes in grammar, punctuation, mechanics, etc. Include this copy in your final assignment packet and hand in. 5. After doing so, return to your word processor for a final edit. 6. Finally, print a clean copy. RULE #3: NO LATE PAPERS In this course (and in life), missing deadlines is frowned upon. Any work turned in late will lose a full letter grade per class meeting. (For example, a paper due Monday that is turned in Wednesday will receive a maximum score of 90%.) This seems very fair. However, I also understand we are all adults in this room and that circumstances arise in which work must be delayed. So I am more than willing to offer extensions to those who ask with good reason and at least 24 hours in advance. Extensions should only be requested when absolutely necessary. RULE #4: ATTEND Although we won’t have exams in this class, all course materials and assignments will be addressed in class meeting. Therefore, attendance is mandatory. I expect that students will arrive on time, ready to engage in discussion and take notes during lecture. That said, I know a busy life can mean logistical issues occasionally arise. Therefore, five unexcused absences from course meetings will be allowed. (And I will take attendance daily.) At the sixth absence, your course grade will be reduced by a single letter. (For example, if you have an 87% for the course, but have been absent six times, your final grade will be a 77%.) I do hope this won’t happen. Similarly, I’ve found that late arrivals truly disrupt the class environment. The late person may miss materials the class has already addressed. So this puts the late arriver at a disadvantage, but the class a whole pays in time wasted. Therefore, every three late arrivals (beyond minute one) count as an absence. I extend some generosity to you, just as I hope you will extend generosity to me. If for some reason I will miss class, I will communicate as soon as possible and add materials to ELMS/Canvas to add to your learning. And, if you will miss class, I assume you will make arrangements and get missed materials from a classmate. You may want to swiftly find a person you can count on in an emergency absence. RULE #5: WORKSHOPS MATTER In this course, each major assignment includes its own draft workshop day. The kind of revision we do on workshop days will highlight (and recall) the major goals of each assignment. So, the revisions won’t just be proofreading—they will include what are called global, or substantive, revisions. We will review papers holistically and discuss their merits as well as places for major improvement. In my years of teaching composition, I’ve found draft workshopping to be essential to successful writing. Therefore, these workshops are required. At each workshop, I will require full, paper drafts (unless otherwise stated) of the assignment in question. I repeat, full, paper drafts. If you fail to attend a workshop, you will lose a full percentage point for the semester as well as 5% on the assignment. If you attend without a full draft, or with an electronic version, you will still lose 5% on the assignment, but you may still gain points for the workshop. So, even if your draft isn’t up to snuff, please attend workshop. RULE #6: PARTICIPATE This semester, you will receive a grade for participation. This grade will reflect your presence in class, your involvement in class discussion, the level of thoroughness and thoughtfulness in your answers, and the degree of respect and maturity you show in communicating with others. Students who are present and on time, involved in discussion, thoughtful and thorough in their answers, and respectful and mature in their interactions will receive high grades in class participation. Students who are frequently absent or late, text or talk during class, do not participate in discussions, are not prepared to answer questions, and/or do not comport themselves respectfully and maturely will receive low marks for participation. I find participation is hard to quantify, as students feel varying levels of comfort talking aloud. Therefore, I will assess participation on several unannounced days throughout the semester. Some will be class discussion, some will be responses to texts, and some will be small group work. If you are anxious about speaking aloud (as I was as a student), please speak to me about this. And perhaps we can find ways to encourage you sharing your thoughts. Assignments and Grade Breakdown Conjectural Assignment—Oral Pitch Presentation & Report, 15% Causal Assignment—Digital Forum, 15% Evaluative Assignment—Editorial (& Visual Component) or Public Service Announcement, 15% Cover Letter/Personal Statement and Resume, 10% Proposal Assignment—Final Paper, 20% Draft Workshops, 5% Participation, 5% Five Course memos, 10% Self-reflective writing, 5% The Professional Writing Program requires each student to compose approximately 25 pages of original writing (6,250 words); the assignments for this course are in compliance with this page requirement. Portfolios After I hand back your formal writing assignments with my comments and your grade, it is your responsibility to keep these papers, along with my written comment sheets, in a safe place in case you wish to discuss the paper with me. Additionally, please keep all final drafts of papers in an electronic portfolio (folder) because you will be required to turn these papers into me with the final draft of your fourth paper. You will also need to turn in the paper copies of the rubrics for each paper. This portfolio helps me to see your progress over the course of the semester as I determine your final course grade. Grading Your grade for this course will be based on five formal writing assignments, less formal writing assignments assigned for homework or in class, including a paper proposal, participation in class, and participation in draft workshops, which will coincide with the five formal assignments. Each of these grades will be accompanied by feedback, both in the margins of your work and via a rubric built around assignment objectives. Please save all these documents (as well as workshop comments with class feedback) to inform your future work. Because this course is designed to help you write for the professional world, I have provided both an academic and a “business-friendly” definition of letter grades. Written assignments and performances will be evaluated and grades assigned using the following scheme: ACADEMIC DEFINITION OF GRADES/BUSINESS-FRIENDLY DEFINITION OF GRADES A=Work shows superior/excellent mastery of the subject and outstanding scholarship. A= Work is ready to be published both internally and externally. Needs only a few very minor edits (a word deleted or a comma inserted, etc.) A supervisor would be excited by this piece, thrilled even, and accept it eagerly. Related to this, the piece fully accommodates the specific audience, and there are no questions concerning readership. The research is thorough and of high quality; quotes are integrated smoothly; attention to detail is evident. B=Work shows above average, better than most, good mastery of the subject and good scholarship. B=Work is high quality, and a supervisor would ask you to revise it again and resubmit it. Supervisor feels strongly or hopes that one more edit might put the piece into his “yes” pile. An editor probably would be able to publish the piece and would gladly work with you again. C=Work is average, not bad, but not quite there yet C=Work needs several edits. Supervisor feels this piece would work only after several edits. Usually editing is needed in several areas – for example, punctuation, audience accommodation, inadequate research, poor citation, and content issues. Supervisor would not accept the piece for distribution in its current incarnation and may suggest you take a course to brush up on your skills. D=Work shows borderline understanding and marginal performance. D=Work has a major flaw, or several major flaws. For example, the audience is all wrong for this particular piece, the research is skimpy, and there are numerous wording and grammar errors. Supervisor would not accept this as a finished product and may put you on notice and demand you take an English refresher course. F=Work shows a failure to demonstrate understanding of the subject and unsatisfactory performance. F=Supervisor would not accept this and would not work with you again. Minus (e.g. A-) Plus (e.g. A+) A 90 to 93.9 94 to 96.9 97 and above B 80 to 83.9 84 to 86.9 87 to 89.9 C 70 to 73.9 74 to 76.9 77 to 79.9 D 60 to 63.9 64 to 66.9 67 to 69.9 Important Miscellany Honor Pledge You will be asked to write and sign the Honor Pledge, a statement of integrity, on each formal paper you turn in for this class. For Professional Writing, the Honor Pledge is as follows: I pledge on my honor that I have not given or received any unauthorized assistance on this assignment. Paper Submission Requirements You will notice that the assignment schedule includes two dates for the major written assignments. These dates reflect draft and final versions. Both drafts and final papers will need to be in hard copy. Consult assignment sheets for all specifications. Disability Services Your success in the class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course. In order to receive official university accommodations, you will need to register and request accommodations through the Office of Disability Support Services. DSS provides services for students with physical and emotional disabilities and is located in 0106 Shoemaker on the University of Maryland campus. Information about Learning Assistance Service and/or Disability Support Service can be found www.counseling.umd.edu/LAS or www.counseling.umd.edu/DSS. You can also reach DSS by phone at 301-314-7682. Final Note If you have any questions about this course, its policies or procedures, the writing assignments, etc., do not hesitate to come and speak with me. I look forward to our work together this semester. Schedule of Readings and Assignments Please consult the syllabus frequently, because it includes important deadlines, general daily plans, readings, critical thinking questions, and links to wonderful resources. I trust you will come to class daily, familiar with the materials below. Date 8/31 General plan Examine the syllabus and get to know each other and the goals of the course. Readings for this Date Assignments/Preparations Please buy Writing Arguments, Ninth Ed. 9/2 Course objectives and linked assignments http://grammar.about.com/o d/advicefromthepros/a/mau ghamwrite.htm Please buy Writing Arguments, Ninth Ed. What is professional writing: Discuss the differing goals of professional and academic writing. http://www.psychologytoday .com/blog/fixingpsychology/201409/whyacademic-writing-sucks Consider your experiences with both academic and professional writing. How are the goals different? And in what ways are they the same? 9/4 Discuss the rhetorical triangle as a way of thinking about audienceand purpose-directed writing WA Chapter 3 – The Core of An Argument https://www.youtube.com/w atch?v=Ju3XzGjs4-U Please watch the videos in the readings column and be prepared to discuss their contents and then the ways the speakers appeal to purpose and audience. http://sservi.nasa.gov/article s/the-most-astounding-factneil-degrasse-tyson/ 9/7 Labor Day – Class Canceled 9/9 Discuss Ethos, Pathos, Logos, and Kairos in professional writing WA Chapter 6 – Moving Your Audience: Ethos, Pathos, and Kairos Consider topics that you might want to write about for the research series. What do you believe is a hot button issue you are poised to work through and eventually propose solutions regarding? What facets of this issue will be feasible? Which will present difficulty? See the links in the readings column and be ready to discuss the rhetorical appeals evident in each text http://writingcommons.org/ open-text/informationliteracy/rhetoricalanalysis/rhetorical-appeals https://www.youtube.com/w atch?v=QD2WTK94c1U https://www.youtube.com/w atch?v=9eYH0AFx6yI 9/11 9/14 Introduce the role of memos in our class. https://owl.english.purdue.ed u/owl/resource/590/1/ Memo Writing— Introduce Memo #1 WA Chapter 10 – An Introduction to the Types of Claims Stasis Theory – Power Point Introduce Conjectural Analysis Pitch WA Chapter 11 – Definition and Resemblance Arguments Watch the texts in the center column and be prepared to Presentation and Literature Review/Report – discuss differing audiences and how you’ll attend to each Discuss texts https://www.youtube.com/w atch?v=P2Jr9P01ESs https://www.youtube.com/w atch?v=FS6LNpeJPbw https://www.youtube.com/w atch?v=ksdM1E91uSo Choose topics discuss whether questions of today’s feminism are, in fact, rooted in the first stasis: fact and definition. After reading Chapter 11, think about the types of questions you’ll need to ask to confirm that your hypothesized problem is, in fact, a widespread issue. https://www.youtube.com/w atch?v=6Ny11qBaQp0 9/16 Topic discussion Asking and designing our big questions. What questions will we need to ask to corroborate our conjectures? Where will we ask them? When? Of whom? 9/18 WA Chapter 2 – Argument as Inquiry : Reading & Exploring (only pages 23-36) https://www.youtube.com/w atch?v=yMwJYf7mdb0 Be prepared to discuss our topics and justify our ideas on their existence. Bring in one article, popular or scholarly, that supports the existence of your issue. Discussion Board - TBA This project requires finding a faculty member within your chosen discipline. This person can be a valuable resource, explaining the major issue or issues that exist in your field today. He or she may also point you in the direction of scholarship about the issue you choose. Think of this person like a Sherpa. No Class – Spend this day “in the field” conducting interviews and getting firsthand accounts of your “problem.” Create questions to ask “in the field.” If you’re working in groups, decide how you’ll divide up the labor of getting your answers. You’ll also need to find time to visit the library or spend time on Researchport getting articles that corroborate your issue. 9/21 Thesis Workshop & discussion of best http://writingcenter.unc.edu/ handouts/literature-reviews/ Come in with a thesis statement writing practices which argues that your issue exists and deserves further study. This should synthesize the findings from the many sources you’ve marshaled into action! Writing Work in Class – Literature Review Memo #1 Conjectural Analysis Plans Due on Canvas 9/23 Share and map out how you’ll shape the facts and definitions of your issue into a convincing pitch and a concise and accurate report. https://hbr.org/2003/09/how -to-pitch-a-brilliant-idea Bring laptops to class to work on writing your report. http://www.ted.com/talks/ch imamanda_adichie_the_dan ger_of_a_single_story?langu age=en Bring in field notes and be prepared to discuss. Discuss grading plan for CARP Pitches 9/25 Let the class know your findings. Lesson on Oral Presentations—what constitutes a persuasive description of a problem? How do we use narrative in description? Choose a TED Talk (in addition to the one to the left) and be prepared to discuss (in both) the role narrative plays? What else helps the speaker prove the exigence of the problem? How does the speaker use evidence? Definition? Schedule presentations. 9/28 9/30 10/2 Conjectural Pitch Presentations (3) And presentation of CA Literature Review/Report Rubric Conjectural Presentations (6) Conjectural Be working on Reports at home and prepare to engage with students on their presentations, asking key questions to help them deepen their analyses. Be working on Reports at home and prepare to engage with students on their presentations, asking key questions to help them deepen their analyses. Be working on Reports at home Presentations (6) 10/5 Conjectural Presentations (3) Draft Workshop 10/7 and prepare to engage with students on their presentations, asking key questions to help them deepen their analyses. WA Chapter 16 – Incorporating Sources into Your Own Argument (pages 370-377 only) Full polished (not rough) printed paper draft of Conjectural Analysis Report for editorial workshop with colleagues. Introduce the Causal Analysis Digital Forum, and Weebly platform. Final Paper Copy of Conjectural Analysis Report due to CB in class. Why a website? Why does a good site matter in the professional world? Discussion Board due before class: The Best of Sites and The Worst of Sites Reflective Writing Assignment #1 Due on Canvas by 11:59 PM 10/8 10/9 Study New York Times, Room for Debate. WA Chapter 12 – Causal Arguments Start a weebly account and begin to explore your new abilities! Analyze the audience and genre. Introduce Memo #2. Schedule Conferences 10/12 Causal Analysis – Digital Forum Q & A Style Mini-lesson in Web Writing Analyze the style, voice and layout in one website you love and read often. Also, search for any websites on the topic you’ve chosen. Be prepared to discuss the styles of writing you see. You may be asked to man the computer and AV system to discuss and present on your site. Establish Digital Forum. No content is necessary, but you’ll need the skeleton (pages, etc) of your Weebly site to be in place. 10/14 10/16 10/19 No class, Conferences – Be prepared to discuss how the project is going, what’s been done elsewhere about your issue, etc. Do some real reading on your issue in advance! No class, Conferences – Be prepared to discuss how the project is going, what’s been done elsewhere about your issue, etc. Do some real reading on your issue in advance! Visit the library/databases for sources on your topic. Draft Workshop - Causal Analysis Digital Forum All entries should be drafted in your Causal Analysis Digital Forum. You should have at least one drafted entry in your Digital Forum. Memo #2 to CB on Causal Analysis You should have at least two drafted entries in your Digital Forum. All hyperlinks must be posted to Discussion Board by the start of class: Causal Analysis Hyperlinks 10/21 Intro Op Ed https://www.youtube.com/w atch?v=mxrqzNpuf94 Practice with Rhetorical Appeals –rhetorical analysis and creating rhetorical texts. Introduce Memo #3 10/23 Discuss principles of rhetorical reading and writing. Framing Rhetorical Writing – using rhetoric to evaluate and encourage action What makes an Op-Ed: List time. Causal Analysis Digital Forums Due – Because CB will already have the links, simply stop the editing process by class time on this day. Keep in mind, reflective writing is also due by midnight. Reflective Writing Assignment #2 Due on Canvas by 11:59 PM WA Chapter 8 – Analyzing Arguments Rhetorically Read the paper as often as possible! Op-eds and editorial cartoons. If you don’t get a paper at home, you may look at one online. I’ll provide some examples via Canvas. Discussion Board Due by the Start of Class: Op-Ed Examples: Please post your op-ed links on CANVAS, with a short synopsis of the rhetorical goal. Then please comment on three classmates' Op-Ed examples, regarding any one of the following concepts: audience, style, ethos, kairos, pathos, logos, counterarguments. 10/26 Rhetorical Analysis – In Class Writing Workshop Opening sentence and framework due in class 10/28 Rhetorical Analysis – Analyzing texts and responding to objections --What’s our responsibility to ethically treat counterarguments in editorial pieces? What are some ways we can do this? WA Chapter 7 – Responding to Objections and Alternate Views Memo #3 Due to CB on Canvas 10/30 Analyzing and Creating a Visual Argument: In-Class Design/Analysis Session WA Chapter 9 – Analyzing Visual Arguments Group Discussion Board Post: TBA Sample texts in class Why does visual argument matter? 11/2 Assignment Q &A Reading and Writing Editorials in response to visual texts WA Chapter 13 Evaluation and Ethical Arguments Work on creating/sourcing your visual text for analysis Look at sample texts, talking about style, genre, diction, etc. Freewrite: Editorial Voice 11/4 Draft Workshop Day: Evaluative Bring a hard (printed) copy of your drafted Evaluative Assignment/Editorial Assignment/Editorial as well as the visual text you’ve created and your laptop. Special exceptions will be made for those completing the PSA project. Evaluative Assignment/Editorial is due in class. 11/6 Introduce “Get a Job” Week” Reflective Writing – Due by 11:59pm We’ll return to our original jobs and reflect on what we’ve learned so far. Have our ambitions changed? How about the ways we plan to get jobs? 11/9 Let’s reanalyze those listings we chose. Job Letters 11/11 Resumes 11/13 Job Letters – back to these with your resumes in mind. TBA http://randsinrepose.com/arc hives/a-glimpse-and-a-hook/ N/A Complete your drafted resumes for conferences. Be ready today (11/17) with your job listings or grad school applications to write your letters! We’ll spend some time drafting with our resumes, listings, job search worksheets 11/16 Introduce Proposal Argument – Parts and Arrangement of a Proposal Powerpoint Bring in a job listing for a current vacancy you’d like to fill! Writing Arguments – Chapter 14 (Focus on pgs 316 – 318 and pg 328) Memo #4 Due on Canvas Creating outlines Proposal Day 1 – Finding your best solution, aka your thesis 11/18 Proposal Day 2 – Bring in your letters, resumes, Conferences/Library and thesis statements, solution ideas, outlines, and sourcework for the final proposal. These will be longish conferences, and I want you to be prepared to flesh out any major hindrances re the final proposal (as well as to workshop your cover letter or resume). You’ll need to block out 30 minutes for these conferences. Bring in your letters, resumes, and thesis statements, solution ideas, outlines, and sourcework for the final proposal. These will be longish conferences, and I want you to be prepared to flesh out any major hindrances re the final proposal (as well as to workshop your cover letter or resume). You’ll need to block out 30 minutes for these conferences. Bring in your letters, resumes, and thesis statements, solution ideas, outlines, and sourcework for the final proposal. These will be longish conferences, and I want you to be prepared to flesh out any major hindrances re the final proposal (as well as to workshop your cover letter or resume). You’ll need to block out 30 minutes for these conferences. 2109 Tawes 11/20 Proposal Day 3 – Conferences/Library 2109 Tawes 11/23 Proposal Day 3 – Conferences/Library 2109 Tawes 11/25 11/27 11/30 Class Cancelled – Happy Thanksgiving! Class Cancelled – Happy Thanksgiving! Memo #5 sent out via Canvas Proposal Day 4 – Revising, transforming, and condensing your conjectural and analysis into an introduction TBA Drafting, drafting Job Packets & Reflective Writing #4 Due via Canvas on 11/30 WA – pgs 330-338 Bring in your conjectural analysis, with my notes—ready to revise into a 1+/- page “Problem” section. Share what you’ll change from your conjectural analysis. Writing Lab: Writing the problem 12/2 Proposal Day 5 – Developing a solution. What are the potential pitfalls? What are the hidden costs? What problems will you need to anticipate in the “The Justification.” WA – pgs 330-338 Your “Problem” section should be done. I will ask some of your to share this aloud in class. Come to class with a thesis statement, which will be the starting point for your “Proposed Solution” section. Share your thesis and/or “Problem” section Writing Lab: Writing the “Proposed Solution” 12/2 Proposal Day 6 – Writing the Justification Arrangement & Known-New Contract in writing analytical proposals Share the “Proposed Solution” 12/4 12/7 Writing Lab: Writing “The Justification” Conclusion Work and drafting! Draft Workshop WA – pgs 330-338 Memo #5 Due to CB You should come in with a fully drafted “Proposed Solution” section (1+/- page). Come in with a list of items you’ll need to address in your “Justification” (3-5 pgs). Be prepared to present your “Proposed Solution” to classmates, so they can ask questions to deepen your “Justification.” We’ll work on concluding paragraphs and ask final questions. Printed draft of the full paper, with 8 scholarly sources and 5 popular sources. Drafts should be at least 8 pages long (not including works cited, title pages, etc.), and in full paragraph form. 12/9 Final Q & A Day 12/11 Final in-class reflection and Course Evaluations NA Come with a final question to ask of your classmates—be prepared to do this! Proposal Argument Due Reflective Writing In Class