IU English W131: Reading, Writing, & Inquiry I – 3 credit hrs.
Fall 2015 ACP Syllabus
Instructor: Mr. Austin Flynn
Indiana University/ Herron High School
Enrollment Cap per Section: 24
Email: aflynn@herronhighschool.org
Required Texts:
Haiku: www.myhaikuclass.com/flynna/acp131flynn
Writing Analytically, 7th edition, Rosenwasser and Stephen
Writing and Reading for ACP Composition, 2nd edition, Farris
Course Description:
ENG W131: Reading, Writing, & Inquiry I is a one-semester Indiana University course that offers
instruction and practice in the critical reading and writing skills required for college-level work, with an
emphasis on written assignments that call for summary, critique, analysis, and arguments based on
sources.
This is an Indiana University course. The purpose of this course is to prepare students for the rigor of
writing throughout college. The focus is on scholarly investigation of sources, critical thinking and
reading, learning how to recognize and utilize specific writing strategies, skills and fluency. Each unit
will include preliminary work and assignments leading to a major essay to conclude. Points will be
accumulated from homework, in-class assignments, participation, and final written assignments. Since
much work and discussion will be carried on in class, impeccable attendance and assignment
submission is imperative.
Course Learning Outcomes:
Students proficient in English composition will demonstrate the ability to
1. employ strategies of pre-writing, drafting, and revising, taking into consideration rhetorical
purpose, the knowledge and needs of different audiences, and the feedback of instructors and
peers;
2. engage in substantial revision of drafts, as distinguished from editing and proofreading;
3. read critically, summarize, apply, analyze, and synthesize information and concepts in written
and visual sources as the basis for developing their own ideas and claims;
4. engage in inquiry-driven research, making use of appropriate data repositories and indexes, and
properly attributing and citing the language and ideas of others to avoid plagiarism;
5. develop a focused thesis and link it to appropriate reasons and adequate evidence;
6. use genre conventions and structure (e.g., introductions, paragraphing, transitions) in ways that
serve the development and communication of information and ideas;
7. edit so that choices in style, grammar, spelling, and punctuation contribute to the clear
communication of information and ideas.
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Schedule of Assignments
Note: Schedule of assignments, readings, and due dates is subject to change at instructor's discretion.
All updates will be made clear on Haiku.
Unless otherwise noted, all reading assignments are to be thoughtfully completed by class time on the
day they are listed. We will be discussing, analyzing, responding to, and critiquing readings in every
class. It is imperative that you have read, annotated, and completed a double-entry journal for all
readings by class time; your success in the course depends on it.
Course Intro - Transitioning to College Writing (one week)
Readings & Due Dates:
Aug. 13 (in class): Syllabus
WA: Ch.1 "Counterproductive Habits of Mind"
Aug. 14: Scholes, "The Transition to College Reading"; Meiland "The Difference Between High
School and College"
Writing & Due Dates:
Aug 14: Practice Double Entry Journal (DE in class)
Unit One: Summary – Weight Debate (three weeks)
Readings & Due Dates:
Aug. 18: WRAC: Critser, Too Much of a Good Thing (DE)
WA: Ch. 1 "The Five Analytical Moves"
Aug. 20: WRAC: Seid, Too "Close to the Bone" (DE)
WA: reread pp. 16-26 (moves 2 and 3)
Aug. 25: WRAC: Gawande, The Man Who Couldn't Stop Eating (DE)
WA: Ch. 3 pp. 71-77 "Interpreting Writing Assignments"
Aug. 27: WRAC: Worley, Fat and Happy (DE)
WA: reread pp. 26-33 (moves 4 and 5)
Writing & Due Dates:
Practice Summary (in class): Aug. 20
Rough Draft: Aug. 28
Peer Review (in class): Aug. 28
Final Draft: Sept. 4
Unit Two: Critique – Marriage and Family (three weeks)
Readings & Due Dates:
Sept. 1: WRAC: Cherlin, American Marriage in Transition (DE)
WA: Ch. 2 pp. 56-63 "Structure of Thinking in a Reading"
Sept. 3: WRAC: Bennetts, A Mother's Day Kiss-Off (DE)
WA: Ch. 2 pp. 39-55 "Becoming Conversant"
Sept. 8: WRAC: Bennet, Against Gay Marriage; Sullivan, For Gay Marriage (DE)
WA: Ch. 5 pp. 120-126 "Context and the Making of Meaning"
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Sept. 15: WRAC: Bartels, My Problem with Her Anger (DE)
WA: Ch. 6 pp. 147-156 "What a Thesis Is and Does"
Sept. 17: WA: Ch. 6 pp. 156-175 "Making a Thesis Evolve"
-Writing & Due Dates:
Rough Draft: Sept. 18
Peer Review (in class): Sept 18.
Final Draft: Sept. 25
Unit Three: Comparative Critique – Obedience (four weeks)
Readings & Due Dates:
Sept. 22: WRAC: Fromm, Disobedience as a Psychological and Moral Problem (DE)
WA: Ch. 7 pp. 186-198 "Six Strategies for Analyzing Sources" and "Quotations"
Sept. 24: WRAC: Miligram, The Perils of Obedience (DE)
WA: Ch. 3 pp. 81-84 "Comparison/Contrast"
Sept. 29: WRAC: Parker, Obedience (DE)
WA: Ch. 4 101-109; 112-117 "Deduction and Induction"
Oct. 1: WRAC: Zimbardo, The Stanford Prison Experiment (DE)
Oct. 6: WRAC: Ross and Nisbett, The Power of Situations; Sartwell, The Genocidal Killer in
the Mirror (DE)
Benchmark Week: WA: Ch. 6 pp. 175-179 "Recognizing and Fixing Weak Thesis Statements"
Writing & Due Dates:
Rough Draft: Benchmark Week (Oct. 8-13)
Peer Review (in class): Benchmark Week
Final Draft: Oct. 23
Unit Four: Comparative Analysis – Fairy Tales: Cinderella(four weeks)
Readings/films & Due Dates:
Oct. 20: WRAC: Thompson, Universality of the Folktale (DE)
Oct: 22: WRAC: Grant, Walt Disney's "Cinderella"; Perrault, Cinderella (DE)
WA: Ch. 5 pp. 125-137 "Implications Versus Hidden Meanings"
Oct. 27: WRAC: Poniewozik, The Princess Paradox; Orenstein, Cinderella and Princess
Culture
WA: Ch. 5 pp. 119-125 "Making Interpretations Plausible"
Oct. 29: WRAC: Orenstein, Fairy Tales and a Dose of Reality; Panttaja, Cinderella: Not So
Morally Superior (DE)
WA: Ch. 2 pp. 63-68 "Apply a Reading as a Lens"
Nov. 3: Tatar, An Introduction to Fairy Tales (DE)
Nov. 5: Film (in class): either Frozen or Ever After
Nov. 6: WA: Review Ch. 6 pp. 165-175 "Six Steps for Finding and Evolving a Thesis"
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Nov. 10: WA: Ch. 1 Review All
Writing & Due Dates:
Rough Draft: Nov. 12
Peer Review (in class): Nov. 12
Final Draft: Nov. 20
Unit Five: Research-based Analysis – (due during finals week)
Readings & Due Dates:
Nov. 17: One unread WRAC article from your selected unit (DE)
WA: Ch. 4 Review All
Nov. 19: Read and bring in two articles that will work as background sources (DE)
WA: Ch. 8 "Finding, Evaluating, and Citing Sources"
Dec.1: WA: Ch. 7 Review "Six Strategies" pp. 186-196
Writing & Due Dates:
Writing Plan/Review of Sources: Nov. 20
Rough Draft: Dec. 8
Peer Review (in class): Dec. 8
Final Draft: Finals test time
Course Policies: Student Expectations & Classroom Conduct
Grading policy:
Stages of Writing Assignments:
 Stage 1 (Notes & Jotting): Should include a main idea and rough plan or outline for
subdivisions, the audience, and the purpose of the essay.
 Stage 2 (Legible Draft): First draft for peer review.
 Stage 3 (Editor’s Review Sheet): The peer review workshop (in-class) will include a
worksheet completed by one of your peers.
 Stage 4 (Revised/Final Draft): Final draft must be typed according to MLA format. This
should be stapled on top of the other required materials (detailed above).
Formal Writing Assignments
Summary Paper (200-300 words) .............................................................................100 pts.
Critique Essay (2-3 pages)..........................................................................................150 pts.
Comparative Critique Essay (3-5 pages)...................................................................150 pts.
Comparative Analysis Essay (4-5 pages)...................................................................200 pts.
Writing Plan/Review of Sources ..................................................................................50 pts.
Research-based Analysis Essay (6-7 pages)...............................................................250 pts.
Double-Entry Journals ...............................................................................................100 pts.
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Total 1000 points possible:
900-1000 A
800-899 B
700-799 C
600-699 D
Attendance Policy:
Students will be held responsible for all class work. Missing class is no excuse for not submitting an
assignment, and assignments submitted late may be penalized or not accepted at all. Each student is
responsible for checking the Haiku site for daily agendas, assignments, and readings. The site will be
updated for each class and will include notices should the schedule on the syllabus change.
Being in class is key to success at all levels of learning. If you are absent, you cannot learn. To this
end, students’ final grades will suffer from missing an excessive number of classes. Each unexcused
absence will lower the student’s final grade in the course by one-third of a letter grade--from a B- to a
C+, for example--for each absence the student accumulates after the third, except under very special
circumstances.
Late Policy:
Students will be held responsible for any work missed. Missing class is no excuse for not submitting an
assignment, and assignments submitted late may be penalized or not accepted at all.
Academic Dishonesty & IU Plagiarism Policy:
The Indiana University Code of Student Rights, Responsibilities, and Conduct describes types of
misconduct for which students may be penalized, including cheating, fabrication, plagiarism and
interference with other students’ work, as well as actions which endanger the University and the
University community and possession of firearms. The Code also indicates the procedures to be
followed in these cases. All students are required to adhere to the responsibilities outlined in the
Code. http://www.iu.edu/~code/
Academic dishonesty can result in a grade of F for the class (an F for academic dishonesty cannot be
removed from the transcript). Significant violations of the Code can result in expulsion from the
University.
Plagiarism is using another person's words, ideas, artistic creations, or other intellectual property
without giving proper credit. According to the Code of Student Rights, Responsibilities, and Conduct, a
student must give credit to the work of another person when he does any of the following:
 Quotes another person's actual words, either oral or written;
 Paraphrases another person's words, either oral or written;
 Uses another person's idea, opinion, or theory; or
 Borrows facts, statistics, or other illustrative material, unless the information is common
knowledge.
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Use the following links for more information:
http://www.iu.edu/~code/code/responsibilities/academic/index.shtml
http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf
Per IU Policy:
Academic integrity is a matter that is taken very seriously at Indiana University. The University
expects students to uphold and follow the Code of Student Rights, Responsibilities, and Conduct
(Code) (Available online at: http://www.iu.edu/~code/). Cheating, plagiarism, or other violations
of the Code may result in a lower or failing grade on the assignment on which academic
misconduct occurred or a lower or failing grade in the course. All cases of academic misconduct
will be reported to the Dean of Students.
Faculty are required to investigate and then report all incidents of academic misconduct to the Dean of
Students. For information about policies and procedures, see the Code of Student Rights,
Responsibilities, and Conduct, especially Part II, Sections G, H, and I, and Part III. Copies of the code
can be obtained from the Dean of Students. The code is also accessible at (http://www.iu.edu/~code/ ).
(University Faculty Council, April 24, 1990; April 13, 1993; May 12, 1993; October 8, 1996; April 12,
2005; Board of Trustees, May 4, 1990; December 4, 1992; June 5, 1993; December 13, 1996; June 24,
2005)
The rigor of this course will be periodically reviewed by Indiana University faculty in an effort to
maintain the high quality of education that each student receives. Due to the unique format of this
course, students must decide during the IU enrollment period whether they wish to receive dual credit
(high school and IU credit) or only high school credit. Students who choose to take the course only for
high school credit and receive a passing grade may not register at a later date or repeat the course
(while in high school) for college credit.
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