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English 391, Summer I, 2015
M/W 6 p.m..- 9:15 p.m., Room 0232 Tawes Hall
Pam Gerhardt, Office: 1206 Tawes Hall
Office Hours: By appointment or email
email: gerhardt@umd.edu webpage: http://gerhardt.squarespace.com
Texts
On Writing Well, William Zinsser. 6th edition. You can find this used on the Internet for a very
small fee or find it here online for free. https://archive.org/details/OnWritingWell
ISBN: 978-0-0-6089154-1
Course Packet. You will find this online on ELMS under discussions. Free.
https://myelms.umd.edu/courses/1149580/discussion_topics
CourseSite on ELMS: https://myelms.umd.edu/courses/1149580
Squaresapce Website: http://gerhardt.squarespace.com/
Why we are here
No skills are more in demand professionally now than those you will develop in this class.
Employers are desperately seeking people who can write well, analyze situations and organize
information. They are looking for people who can communicate. This class can be among your
most important in your UM career if you use the opportunity to develop these skills.
In this advanced composition course, you will practice the writing skills you will need to use in
the workforce. Employers consistently say that strong writing skills are of paramount importance
when they evaluate potential candidates.
You will learn, in this course, to meet the needs and interests of specific audiences and to make
changes in programs or policies through the art of argument and persuasion. You will learn how
to market yourself and your ideas through the skillful use of language.
Course Objectives
This is a studio course, which means that much of the work that we will do will occur during
class. Expect to attend class every day, to write and rewrite your papers, and to read and
comment on the writing of your classmates. 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
 Learn the difference between academic writing and professional writing
 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
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Assignments/Grading
 Topic Outline/Selection Form/Audience Selection. Fill out the form and create a brief
outline of your topic that includes a" thesis" sentence for each paper, intended research, and
audience analysis. See the forms for more information (squarespace site). Think of this as a
“map” for all of your work in the class. 10%
 Categorical Proposition, a three-to four-page assertion that defines, characterizes, or claims
the existence of a problem or subject. 20%
 Evaluation Argument, a three- or four-page essay evaluating the problem, policy, program, or
situation. 20%
 Proposal, a 10- to 12-page paper OR executive summary plus alternative media that analyzes
the problem/policy/program/situation and recommends action to correct or improve it. 20%
 Cover letter, a one-page letter that summarizes your proposal, addressed to your audience, a
real person. 15%
 Participation, including in-class work, coming to class prepared, critiquing work of other
students (students who do not show up on rough draft days will lose 5 points off their
papers), all lab work, class discussion. I prefer an open-discussion classroom to enhance
creativity, diplomacy and learning. In the work world, much time is spent in meetings,
discussing issues, laying out ideas. This class will be good professional practice. 15%
The Professional Writing Program requires each student to compose approximately 25 pages of
original writing (6,250 words); the assignments for this course, plus lab activities, are in
compliance with this page requirement.
Attendance and Participation
This is a STUDIO class. The writing you will do in English 391 will be based on skills you will
develop and hone in class; for that reason, your attendance and participation will have a direct
effect on your work and, ultimately, your grades.
To be prepared to participate, you must complete all course readings before coming to class. You
are expected to participate in class discussions, to be able to respond to questions posed to you, to
have drafts when they are due, and to complete in-class writing.
Excused Absences. The University excuses absences for your own illness or the illness of an
immediate family member, for your participation in university activities at the request of
University authorities, for religious observance, and for compelling circumstance beyond your
control. Documentation is required for all excused absences. If you have an anticipated excused
absence, you must let me know in writing by the end of the schedule adjustment period or at
least two weeks in advance.
Tardiness. In the professional world tardiness is not tolerated. However, this campus is large,
and another instructor may keep you late. So if you do arrive late on occasion, do not disrupt
class, and let me know by the end of the schedule adjustment period if you anticipate ongoing
conflicts. Remember that it is your responsibility to catch up on your own time, not the class’s.
The Bottom Line
To pass this class:
 Complete the assignments
 Attend class
 Come to class on time
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Give thorough feedback to your classmates on their papers
Work well with your group. Do your share.
Read all assignments.
Participate in class discussions.
Late Papers
Papers and all assignments will lose one letter grade for each day they are late. Students who do
not show up on rough draft days will lose 5 points off their final drafts.
Plagiarism
Plagiarism and cheating are serious issues in both academic and professional circles. You should
expect me to refer any abuse of the honor system to the Honor Council. You will learn to practice
incorporating published sources in the text and providing adequate documentation for them. In
short, don’t rip off anyone’s ideas. Penalties for plagiarism include an automatic “F” in this class
and possible dismissal from the University. In the work force, you could be fired.
The University has developed a new honor pledge. Every paper in this class should now contain
the following hand written pledge: I pledge on my honor that I have not given or received any
unauthorized assistance on this assignment. Sign your name.
Students With Disabilities
Students with a documented disability requiring special accommodations should see the
instructor as early as possible in the semester. It is the student’s responsibility to register with
Disability Support Service (DSS) and provide the instructor with a statement from DSS about the
accommodation required. (DSS is in 0126 Shoemaker Hall)
The Writing Center
The Writing Center is located at 1205 Tawes Hall (301-405-3785). It is a great resource to help
improve your writing in order to better present your ideas. As is true with any resource, it will be
most useful to you if you have done some thoughtful preparation before your tutoring
appointment. Make sure to bring your assignment sheet in addition to your draft to the tutoring
appointment. Note that Writing Center tutors do not give out grade judgments or predictions,
nor do they proofread. Do not, for example, ask them whether your paper “will get an A.” They
will give you advice and feedback, but you must evaluate all of this advice and feedback for
yourself before turning in your paper. Final responsibility for the paper rests with you, not with
them.
Course Evaluations
Your participation in the evaluation of courses through CourseEvalUM is a responsibility
you hold as a student member of our academic community. Your feedback is confidential and
important to the improvement of teaching and learning at the University as well as to the tenure
and promotion process. CourseEvalUM will be open for you to complete your evaluations at the
end of the semester. Please go directly to the website www.courseevalum.umd.edu to complete
your evaluations. By completing all of your evaluations each semester, you will have the
privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for
which 70% or more students submitted their evaluations.
In addition, the Professional Writing Program uses its own evaluation for each of its courses. I
will distribute this evaluation to you during the last two weeks of class.
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SCHEDULE
Monday June 1 : Intro to Professional World
Introduction to the course.
 Lecture: What is an argument?
 First Day of Class (video): Who is the audience and what is the argument? Group work.
(square)
Who are we?
 Introductions: meet, greet and interview
 In class: Write down five topics you most would like to write about.
 Potentially Successful Topics: Group work (square)
HOMEWORK:
 Read Zinsser Chap. 1 and 2.
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In addition to the readings, quickly Google “Childhood Obesity among Hispanics.”
Find two reputable sources.
 Discuss “Hook.com” – problems. CP pp. 7-20
 Sample Student projects. Read these and we will discuss on June 3.
http://archive.engl-pw.umd.edu/AboutPWP/Writing_Contest/Writing_Contest_Index.shtml
http://archive.englpw.umd.edu/AboutPWP/Writing_Contest/PWP%20Writing%20Contest%20
Past%20Winners.html
Wed. June 3: The Outline
 Discuss Zinsser, Chap. 1 and 2. Discuss “Tenets of Professional Writing” (square)
 Discuss winning projects (readings)
 Lecture: classical argument structure, the three appeals, rhetorical triangle, 3-way editing
 Outlines
Discuss Outline for Papers, CP p. 4
Discuss Sample Outlines, CP pp. 5-6
Discuss Topic Approval Form (square)
Discuss Topics That Don’t Work (square)
Outline exercise: Obesity Among Hispanics
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Form groups. Brainstorm "problems" with group work
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Mon. June 8: The Categorical Proposition
 Outlines/Topic Forms due. Final in-class edit. Upload at end of the class. In-class memo:
progress report.
 Categorical Propositions
Discuss definition and categorical proposition, CP p. 21 and 22-24.
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Lecture: Definition argument
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Discuss Zinsser Chap. 3. Editing exercise.
Lecture: Gathering Evidence
Review document design/subheds (square)
sign up for group conferences
Wed. June 10: Conferences
NO Class –
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Mon. June 15: The Evaluation
 Evaluations
Discuss evaluation arguments, CP pp. 26, and 27-32.
Lecture: Evaluation argument
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Discuss Zinsser, Chap. 4, 5, 6, 7
More style/grammar exercises
20 most common student errors/Al Gore CP p. 25 and p. 33
Discuss Signal Phrases, Documenting Sources
Wed. June 17: Learning to revise—audience matters!
 Draft of categorical proposition due. Each PERSON bring one copy (or each group bring
2).
In-class workshop of categorical proposition paper.
Grammar/Style editing
 Revise categorical proposition in class.
 Editing exercises
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Mon. June 22: Real World Editing
 Discuss Zinsser, Chap. 10 and 16.
 Editing exercises: AOL
 Categorical Proposition due. Final proof read. Upload at end of class. In-class memo:
progress report.
Wed. June 24: The Proposal
 Draft of evaluation argument due. Each person bring one copy (or each group bring 2).
In-class workshop of evaluation paper.
 Proposals
Discuss proposal arguments, CP p. 34. Discuss outline for proposal CP p. 35
Discuss proposal argument, "Low Carb," CP pp. 36-49
Discuss cover letters (square)
Look again at award-winning papers. http://archive.englpw.umd.edu/AboutPWP/Writing_Contest/Writing_Contest_Index.shtml
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http://archive.englpw.umd.edu/AboutPWP/Writing_Contest/PWP%20Writing%20Contest%20
Past%20Winners.html
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More style/grammar editing exercises
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Mon. June 29: Learning to Revise
 Evaluation argument due. Final proof read. Upload at end of class. In-class memo:
progress report.
 Lecture: Revision
 Editing Exercises
Wed. July 1
 Draft of proposal arguments. Each person bring one copy (or each group bring 2).
In class workshop #1.
 Discuss essay I will hand out, Mathematics Requirement. Problems with audience.
 Discuss Zinsser, Chaps. 8 and 9.
 Editing Exercises
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Mon. July 6
 Draft of proposal arguments. Each person bring one copy (or each group bring 3).
In class workshop #2.
 Exercise in class
 Discuss Cover Letters again
Wed. July 8
 Proposal arguments due. Final proofread. Upload at end of class. In-class memo: progress
report.
 Cover letters due. Bring two rough draft copies. In-class workshop. In-class edit and hand
in.
 Look at sample resumes on Squarespace. Discuss getting a job. Workshop. Marketing your
resume. LinkedIn. Twitter.