English 161, Academic Writing II: Writing for Inquiry and Research Writing about Chicago Architecture Fall 2014 Professor’s name: John Casey Office location: 1833 UH Office phone: 312-413-2214 (no voicemail) E-mail address: firstname.lastname@example.org (Preferred method of contact.) CRN/Course Number: 11950 (9am); 29283 (3pm) Time and days class meets: MWF 9-9:50 am; 3-3:50 pm Classroom location: SH 211 (9am); LH 101(3pm) Office hours: M/F 10-1 or by appointment. Course description and goals: In this course we will continue the examination of “situated writing” begun in English 160 while exploring the skills associated with academic research. Using the four key terms of language, genre, situation, and consequences, we will uncover how architecture creates the urban experience in Chicago. The city has typically been characterized as a gritty, industrial, and materialistic city that lacks real culture. Does the urban skyline of Chicago reflect that narrative or have observers been misreading the city’s architecture? What changes have happened to the city’s appearance over time and how are they significant? How exactly does one read a city’s architecture? These are simply a few of the questions we will consider in this class as you explore your own relationship to Chicago’s individual buildings and overall design. You will be asked to choose a topic related to Chicago architecture and engage in extended research on that topic. The subject of your research might be the history of a specific building in Chicago or a study that explores patterns of development in the city. Whatever topic you choose, it should reveal an aspect of Chicago architecture that you feel we are not aware of or change our perception about a building or group of buildings we thought that we understood. By the end of this course, you should have an understanding of the process that leads from inquiry to academic writing. You should also have a better understanding of the perception of Chicago’s architecture and how that perception relates to the reality of life for the city’s residents. Required texts Greene, Stuart, and April Lidinsky. From Inquiry to Academic Writing: A Practical Guide. 2nd ed. Boston: Bedford/St. Martin's, 2012. (FIAW) Kamin, Blair. Why Architecture Matters: Lessons From Chicago. Chicago: U. of Chicago P., 2001. (WAM) 2 (Note: These texts are available for purchase at the UIC Bookstore located in the basement of the Student Center East.) Our primary text for grammar instruction in this course will be The Purdue University Online Writing Lab or (OWL). Please make sure to bookmark their site http://owl.english.purdue.edu on your computer. Additional readings will be posted under the “Content” tab on the class Blackboard site: http://uic.blackboard.com (BB) Reference books You should either own a college-level dictionary and thesaurus or get in the habit of consulting the library’s online reference shelf (http://researchguides.uic.edu/reference). The dictionary & thesaurus that come packaged with the word-processing software on your computer are not sufficient. Grading Your final grade will be broken down as follows: WP1: Summary—15% WP2: Synthesized Analysis—20% WP3: Research Proposal & Annotated Bibliography—15% WP4: Research Paper—25% Class Participation: 10% Peer Review: 5% Grammar Groups: 10% Please note that while individual assignments will be evaluated using a +/- letter grade score, UIC does not calculate final grades using pluses and minuses. Final grades are solid letter grades: A, B, C, D, F. POLICIES First-Year Writing add/drop policy: Students enrolled in First-Year Writing courses may add, drop or switch their writing courses during the first week of each semester. After the first week, however, students may neither add nor switch their writing courses. Attendance policy First-Year Writing Program Attendance Policy for MWF classes: Students are allowed five absences without penalty. Each additional absence will reduce a student’s final grade by one letter. For example, a student with a B and six absences can earn no higher than a C. Students who miss nine class periods will fail the course. Students who are more than ten minutes late to class will be given one-half of an absence. 3 Late work Late work will not be accepted without official documentation of a medical or personal emergency. Electronic communication If you need to contact me outside of class, please stop by my office or telephone me during my office hours. Outside of those hours, e-mail is the best way to reach me. I will reply to all e-mails within 24 hours. I will not accept work that is e-mailed to me. If you have a documented emergency, bring the official documentation to class along with a printed copy of your late assignment. Revision policy Extensive revision is an important component of the writing process for this course. Each of your writing projects will include a first draft, reviewed by your peers; a second draft, reviewed by me; and a final draft, which will receive a grade. You are also encouraged to visit the Writing Center for additional feedback on your early drafts. Since this is already an extensive process involving multiple levels of feedback and revision, I will not allow final drafts to be further revised in order to improve your grade. Academic Integrity Policy A student who submits work, at any stage of the writing process, which in whole or part has been written by someone else or which contains passages quoted or paraphrased from another’s work without acknowledgment (quotation marks, citation, etc.) has plagiarized. Maintain your integrity when completing assignments and be overzealous to give credit where it is due. If you are ever unsure about what constitutes plagiarism, ask me. Students who are found to have plagiarized work may be subject to various disciplinary actions, including a failing grade on a particular assignment, failure of the entire course, and possible expulsion from the university. In cases of academic dishonesty, my policy is to file a complaint with the Office of the Dean of Students. For more information about violating academic integrity and its consequences, consult the website of the UIC Office of the Dean of Students at http://www.uic.edu/depts/dos/studentconduct.html. Disability accommodation Students with disabilities who require accommodations for access to and/or participation in this course must be registered with the Disability Resource Center (DRC). You may contact DRC at 312-413-2183 or visit http://www.uic.edu/depts/oaa/disability_resources/index.html. Other policies: Cell phones and other electronic devices: Cell phones and other electronic devices must be turned off or silenced during class time. Use of laptops, tablets, and e-readers is only permitted for note taking, accessing course readings, or during in-class revision sessions and workshops. If I see you accessing materials on these devices that are not related to class activities, I will ask you to turn them off until the end of class. 4 Food and beverages: You are welcome to bring beverages and snacks into the classroom, but please remember to pick up any trash and dispose of it properly at the end of the class period. UIC RESOURCES FOR WRITERS The Writing Center, located in Grant Hall 105, offers one-on-one consultation with student writers who need help developing ideas, or need advice, guidance or additional instruction on any aspects of writing. The Writing Center serves all student writers, not just students in the First-Year Writing Program. Tutors are prepared to spend fifty minutes per appointment, and there is no limit to the number of tutoring sessions you can have each semester. Make an appointment and be on time! Bring the paper on which you're working, as well as any related drafts or notes, and information about the assignment. For an appointment, call the Writing Center at (312) 413-2206, or stop by room 105 of Grant Hall. Visit the Writing Center website at www.uic.edu/depts/engl/writing for more information. Public Computer Labs are available throughout campus where you may write and/or print out your work. For a list of labs and the hours they’re open, go to www.accc.uic.edu/pclabs. NOTE: Do not wait until the last minute to print out papers. Sometimes labs have long lines of students waiting for access. The Academic Center for Excellence can help if you feel you need more individualized instruction in reading and/or writing; phone (312) 413-0031. Counseling Services are available for all UIC students. You may seek free and confidential services from the Counseling Center www.counseling.uic.edu. The Counseling Center is located in the Student Services Building; you may contact them at (312) 996-3490. In addition to offering counseling services, the Counseling Center also operates the InTouch Crisis Hotline from 6:00 p.m.-10:30 p.m. They offer support and referrals to callers, as well as telephone crisis interventions; please call (312) 996-5535. Questions? Concerns? Contact Mark Bennett, Director of the First-Year Writing Program, at email@example.com, call 312-413-2249, or stop by UH 2001. DESCRIPTION OF WRITING PROJECTS General Format: All writing assignments should be printed in 12-point font, doublespaced and with standard 1” margins. With the exception of the final project, a cover page is not required; however, the first page of each paper should have a single-spaced heading in the upper left corner in the following format: Your full name English 161, CRN 14382 5 My name: Professor Casey Assignment (e.g. Summary, Final Draft) Date that the assignment is being turned in. All subsequent pages should have your name and the page number in the upper right corner. Please STAPLE all drafts that you turn in to me. Paperclips will not adequately hold the pages together and folding the corners does not work. A sample title page can be found in From Inquiry to Academic Writing (FIAW) on page 289. Proofreading: Before turning in your paper, please review it, bearing the following questions in mind: - Have you carefully considered the language that you have used and how this will have consequences in how you are received and perceived by the reader? - Have you checked the essay for any possible mistakes in grammar, spelling, or organization? WRITING PROJECT #1: SUMMARY Page Requirement: 1-1 ½ pages. Due Dates: Rough Draft for Peer Review: September 10 Revised Rough Draft: September 15 Final Draft: September 29 Resources: Text: BB Rybczynski, Witold. “The Measure of a Town.” City Life. New York: Scribner, 1996. 35-50. Print. Reference: FIAW “Writing a Summary,” pgs. 144-151 Situation: The reading from week one concentrates on the general idea of the city as both a physical space and a place that people call home. Witold Rybczynski looks at the city from a global perspective that focuses mostly on urban planning and design as a cultural and philosophical practice from ancient times to the present. 6 Task: Prior to beginning your summary, read the source text several times. Identify the most important ideas and arguments, how they are developed, and how they are supported by the author. You may also find a brief quote that helps to illustrate an integral part of the author’s argument, but avoid overuse of the author’s words as this will undermine the effectiveness of your summary. The final draft of your written summary should be no longer than a page and a half. In addition to this written summary, I want you to create a “concise summary” of the article you choose to write about using Twitter. Your tweet must be grammatically correct, not use text language or other non-standard abbreviations. It must also contain the hashtag (#KC161). Unless you already have a Twitter account, you will need to create one to complete this portion of the assignment. It is free to join Twitter and easy to set up. I’ll be happy to help you. Just ask. When you turn in the final draft of your summary, I will ask you to print out your tweet and include it with the final draft. Prior to the grading of this assignment, you may post as many practice tweets as you wish. Evaluation Criteria: The foremost criteria for evaluating your summary are the thoroughness and accuracy with which you describe the source text. Clarity, attention to grammar and spelling, as well as adherence to the genre, length and formatting requirements are also of great importance. WRITING PROJECT #2: SYNTHESIZED ANALYSIS Page Requirement: 3-6 pages. Due Dates: Rough Draft for Peer Review: September 22 Revised Rough Draft: October 6 Final Draft: October 20 Resources: Text: BB Goss, John. “The ‘Magic of the Mall’: An Analysis of Form, Function, and Meaning in the Contemporary Retail Built Environment.” Annals of the Association of American Geographers. 83.1 (1993). Web. JSTOR. 5 Aug. 2013. WAM Kamin, Blair. “Stately Street: Retro Renovation Puts a Once-Great Shopping Mecca on the Road to Economic and Aesthetic Recovery.” Why Architecture Matters: Lessons From Chicago. Chicago: U. of Chicago P., 2001. 15-21. Print. 7 -----. “Town Square I: Face Lift Improves Daley Plaza and Maintains Its Special Character.” Why Architecture Matters: Lessons From Chicago. Chicago: U. of Chicago P., 2001. 191-194. Print. Reference: FIAW “Synthesis Versus Summary,” pgs. 152-153, 165-170. Situation: Materialism and the needs of commerce have often conflicted with the demands of ordinary people for public space, open areas that they can make and remake at will to meet a variety of uses. John Goss and Blair Kamin attempt in their writing and research to understand the relationship between open space, commerce, and the attitudes of the people who use these areas. Kamin explores this phenomenon in Chicago while Goss examines it as a general concept present in the design of the shopping mall. Task: Read these three articles carefully and analyze their claims (i.e. problem, cause, solution), methodology (i.e. type of evidence and sources), rhetoric (i.e. use of ethos, pathos, logos; use of concessions and counterarguments), and context (i.e. genre, medium, purpose, audience). It might be helpful to create a list or chart so that you can see these elements of each article clearly. A sample chart can be found in FIAW on page 167. Once you have analyzed each article individually, then you will need to find connections between the claims, methodology, rhetoric, and context of all three authors. Again, a list or chart might be helpful to visualize the connections between each piece of writing. The next step will be to construct an essay that explains the links between these three articles as well as their points of divergence. How and where do these authors agree with each other? Disagree? Look especially for patterns of agreement and disagreement. How are those patterns significant? You should also include in this essay your own perspective on the quality of these articles. Where and how is each author persuasive? What are some of the limits of what they claim? Are important issues left out of their narrative? Why? Evaluation Criteria: A well-written Synthesized Analysis should have both a clear argument and organization. Your thesis should provide a connecting thread that explains for readers how these three articles are related to each other and your evaluation of the quality of what these authors are arguing. Each paragraph should build upon that thesis and provide evidence of your understanding of what these authors are attempting to argue, the successes of their persuasive efforts, and any potential inconsistencies or limitations in their argument. You should avoid whenever possible simple agree/disagree evaluations of the works you examine in this essay. Try to engage with each text on a deeper level and recognize the successes and failures of each author’s argument and how those successes and failures combine to form a larger pattern of theme, structure, argumentative approach, or purpose. You should use the three texts you examine as your main sources for this essay. Please carefully cite and document all source material. Both your quotations and Works Cited 8 page should be in MLA style. See FIAW pages 317-322 for more information on MLA citation style. WRITING PROJECT #3: RESEARCH PROPOSAL AND ANNOTATED BIBLIOGRAPHY Page Requirement: 3-6 pages. Due Dates: Rough Draft: October 15 Revised Rough Draft: October 27-31 (at your appointed conference time) Final Draft: November 10 Resources: Text: The notes and sources you have gathered for your paper up to this point (i.e. Your Research). Reference: FIAW “Getting Started: Writing a Proposal,” pgs. 297-301. Situation: It is now time to start laying the foundations for your research paper. You have decided on a topic and have found some sources that should prove useful. The research proposal helps the student articulate their project, evaluate their sources, and begin to organize; it helps the instructor see what the student is planning for the final project and whether he or she is moving in the right direction in terms of sources, argument, etc. It also helps the student to become more adept at properly citing sources. Task: A research proposal is a clear, concise, formal description of the topic you intend to pursue in your research paper. Begin by explaining your choice of topic, summarizing the issue, and stating your working thesis. Consider the situation that has produced the question and possible counterarguments that might be made. Then, define the methods you will use to make your argument and how you will approach the counterarguments. Next, discuss the consequences (implications) of your contribution to the issue. Finish with the annotated bibliography in which you give full and accurate MLA citations for each of your sources, followed by a short paragraph in which you summarize the topic and argument of each source and briefly explain how it will contribute to your paper. Your annotated bibliography should include approximately eight sources (you may change your sources afterwards with my approval). At least five of these sources must be from a combination of scholarly journals and books. No more than three can be Internet- 9 based sites, and these must be considered both relevant and reliable. The proposal itself should be approximately one page long, exclusive of the annotated bibliography. Evaluation Criteria: - Does your proposal give a clear, detailed account of your research topic? - Does it show a unique perspective on the topic and offer a comprehensive plan for a reasoned, nuanced, and logically sound inquiry? - Is the proposal grammatically correct? - Does it follow MLA format for quoting and citing sources? Writing Project #4: Research Paper Page Requirement: 13-15 pages. Due Dates: Partial Draft for Peer Review (at least 5 pages): November 14 Revised Partial Draft (at least 8 pages): November 24 Polished Final Draft: December 10 Resources: Text: Your Research. Reference: FIAW “Chapter 9: From Introductions to Conclusions-Drafting Your Essay,” pgs. 247272. Situation: After reading a wide variety of sources on Chicago architecture and urban planning, it is now your turn to contribute to the conversation on this topic. What new information will you provide to the reader about the built environment in Chicago? Will you change our understanding of something we thought that we already understood or provide us information on something you feel that we probably know little or nothing about? Task: Although your own argument is a central component of this paper, you will also have to actively engage other critical sources that address your topic. In so doing, you will summarize these sources, analyze the effectiveness and overall significance of their arguments, and synthesize them into the larger conversation surrounding your topic. As a participant in this conversation, you should contribute a unique and convincing argument 10 and demonstrate a thorough understanding of the subject that you are writing about. Your paper should be approximately thirteen pages in length, excluding the list of works cited; you should cite at least eight sources that are current, diverse, and come from a variety of media (i.e. books, magazines, newspapers, blogs, journal articles, etc). Evaluation Criteria: Your research paper will be evaluated according to the rubric that follows: English 161 Research Paper Evaluation Rubric Taking a Position: The writer articulates a position or thesis that contributes to a significant public conversation. The position relates to key themes discussed in the class materials and work. The writer attends to the consequences of his or her position, its personal relevance, and the potential or real public impact. Developing Arguments in Context: The writer understands that arguments emerge from important public and academic conversations in which participants respond to each other as if in dialogue. They question claims, ask questions about evidence, consider the appropriateness of the evidence, qualify their assertions, and respond to counter claims. Using Sources Effectively: The writer identifies and reviews appropriate source material relevant to his or her position, characterizes the sources’ arguments, discusses disciplinary methods and approaches, provides historical context, critiques the sources, and considers the sources’ perspectives. Engaging Intellectual Strategies: The writer demonstrates the ability to engage in a dialogue of ideas with the sources used in the paper. The work is enhanced by the ability to summarize, synthesize, and analyze. In addition, writers demonstrate how appropriate paraphrasing and quoting contribute to this dialogue of ideas. Using Language Appropriately: The writer makes grammar and stylistic choices appropriate to the audience and purpose. The writer also cites sources appropriately, integrating the cited material into the writer’s work. 11 DAILY SCHEDULE UNIT I: Chicago Architecture and the Urban Experience Week One: What is a City? Monday, August 25 Class Discussion: Introductions. Introduction to the class. Review Course Syllabus. For Wednesday: Read: BB, from Witold Rybczynski, City Life, “Chapter 2: The Measure of a Town,” pgs. 35-42. Wednesday, August 27 In-Class Writing: According to Rybczynski, what are some of the characteristics of urban life? Class Discussion: What is a city? For Friday: Read: BB, from Witold Rybczynski, City Life, “Chapter 2: The Measure of a Town,” pgs. 42-50. Friday, August 29 Group Activity: In groups of 3-4, create a model for your own city. What will its name be? What kind of people will live there? What activities and locations will be available for them to enjoy? For Wednesday: Read: BB, Jon Goss, “The Magic of the Mall:’ An Analysis of Form, Function, and Meaning in the Contemporary Retail Built Environment,” pgs. 18-30. Week Two: Reading the Built Environment Monday, September 1 NO CLASS: LABOR DAY Wednesday, September 3 In-Class Writing: Identify one sentence or paragraph in the reading for today that you found confusing or that you agreed or disagreed with. Briefly explain what made that passage confusing or that caused you to disagree or agree with the author. Class Discussion: Reading space. What can we learn about urban design from a shopping mall? 12 For Friday: Read: BB, Jon Goss, “The Magic of the Mall:’ An Analysis of Form, Function, and Meaning in the Contemporary Retail Built Environment,” pgs. 30-43. Friday, September 5 Activity: Conduct an observation of the classroom and the building of which it is a part. Use the techniques of spatial analysis discussed by Goss to describe the form and function of Stevenson Hall. How do these two elements work together? Are there ways in which the form impedes the function associated with the building? Why? How? For Monday: Read: FIAW, “Writing a Summary,” pgs. 144-151, “The Peer Editing Process,” pgs. 274-279. Week Three: Reading Chicago Architecture Monday, September 8 Class Discussion: Discuss the Summary Assignment. Review effective methods of peer review. For Wednesday: Write: First Draft of your Summary. You must bring a printed copy to class for Peer Review. Wednesday, September 10 Writing Due: Rough Draft of Summary for Peer Review Group Activity: Pick a partner for Peer Review and exchange papers. You should carefully read your partner’s summary and write comments in the margins. Discuss your comments with them and offer suggestions for improvement. Also remember to point out aspects of their writing that you found particularly compelling. For Friday: Read: WAM, “Introduction,” pgs. xiii-xxi and “Faking History,” pgs. 10-14 Friday, September 12 Class Discussion: Defining architecture. What is the role of the architecture critic? For Monday: Read: WAM,“A Flawed Jewel,” pgs. 298-309. Write: Revised Rough Draft of Summary. Week Four: Public Spaces Monday, September 15 Writing Due: Revised Rough Draft of Summary Class Discussion: What constitutes a “public space?” 13 For Wednesday: Read: WAM, “Stately Street,” pgs. 15-21 and “Town Square I,” pgs. 191-194. Wednesday, September 17 In-Class Writing: Describe a public space that you use regularly? How do you believe designers intended you to use that space? How do you actually use it? Are there ever conflicts about how the space is used? Class Discussion: How can public space be used? For Friday: Read: FIAW, “Synthesis Versus Summary,” pgs. 152-153, 165-170. Friday, September 19 Class Discussion: Discuss the Synthesized Analysis assignment. Synthesis, Analysis, Argument. What are these skills? How do they operate on their own? How do they operate together? In-Class Writing: Read the sample essays in FIAW (pgs. 171-180). Use these essays to practice the skills of synthesis and analysis. Create a worksheet similar to that on FIAW page 167. For Monday: Write: First Draft of your Synthesized Analysis Piece. You must bring a printed copy to class for Peer Review. Week Five: Architectural Icons Monday, September 22 Revised Rough Draft of Summary Returned Writing Due: Rough Draft of Synthesized Analysis Piece for Peer Review Group Activity: Pick a partner and exchange papers for Peer Review. Make comments in the margins of your partner’s paper. Discuss how their Synthesized Analysis piece might be improved. Point out areas where you feel that they have formed faulty connections between authors or misinterpreted the articles. For Wednesday: Read: WAM, “Still Standing Tall,” pgs. 101-105 and “Reaching for the Sky,” pgs. 105109. Wednesday, September 24 Class Discussion: What are Chicago’s architectural icons? How does their symbolic value compare to their everyday use value? Is there a purpose to architectural icons? For Friday: Read: WAM, “Tumbling Legacy,” pgs. 48-52 and “Vertical Triumph,” pgs. 53-57. Friday, September 26 14 Class Discussion: Historical Preservation. How do we choose Chicago’s icons? What happens as they grow old? For Monday: Read: FIAW, “Formulating Issue-Based Questions,” pgs. 85-89. Write: Final Draft of Summary. Week Six: City and Suburbs Monday, September 29 Writing Due: Final Draft of Summary Class Discussion: Forming a research question for an academic essay. Group Activity: With a partner, start brainstorming on possible topics for your research paper. Each of you should come up with a list of Chicago-related subjects you are interested in and some questions that you would like to answer about them. For Wednesday: Read: WAM,“Populist Playground,” pgs. 73-77 and “Suburban Skyline,” pgs. 93-97. Wednesday, October 1 Class Discussion: What are the suburbs? Are they a place or a style? What does it mean to “suburbanize the city?” Is it necessarily a bad thing? What does it mean to “urbanize the suburbs?” Does the city/suburb distinction make sense anymore? For Friday: Read: WAM, “City Escape, “pgs. 66-72. Friday, October 3 In Class Writing: Respond to at least two of the claims made by Kamin about the city and the suburbs in the articles you read for this week. Write your response as a formal email to him. For Monday: Read: WAM, “Housing that Works,” pgs. 240-250. Write: Revised Rough Draft of Synthesized Analysis Piece. Week Seven: Public Housing and the Real Estate Market Monday, October 6 Writing Due: Revised Rough Draft of Synthesized Analysis Piece. Class Discussion: What exactly is “public housing?” What is its purpose? Examining the troubled legacy of public housing in the city of Chicago. 15 For Wednesday: Read: WAM, “Building a Sense of Security,” pgs. 259-267. Wednesday, October 8 Class Discussion: The future of public housing in Chicago. What makes a neighborhood dangerous? For Friday: Read: FIAW, “Getting Started: Writing a Proposal,” pgs. 297-301. Friday, October 10 Class Discussion: Discuss Research Proposal and Annotated Bibliography assignment. What is an annotated bibliography? How to write a research proposal. For Monday: Bring: List of possible research topics for library visit. UNIT II: Turning Research into Writing Week Eight: Thesis Monday, October 13 Class Activity: Library Visit For Wednesday: Write: Rough Draft of your Research Proposal and Annotated Bibliography. You must bring a printed copy to class for Peer Review. Wednesday, October 15 Writing Due: Rough Draft of Research Proposal and Annotated Bibliography. Revised Rough Draft of Synthesized Analysis Piece Returned. Class Activity: Students share their research topics with the class, ask questions, and offer feedback. Class Discussion: What happens if I agree with all my sources? How do I know that I am saying something that matters? Examining the issue of “significance.” For Friday: Read: FIAW, “From Formulating to Developing a Thesis,” pgs. 99-105, 108-110. Friday, October 17 Class Discussion: What makes a successful thesis statement? For Monday: Read: OWL, “Four Main Components for Effective Outlines,” “Why and How to Create a Useful Outline,” and “Types of Outlines and Samples.” 16 Week Nine: Creating Outlines and Using Sources Monday, October 20 Writing Due: Final Draft of Synthesized Analysis Piece Due Class Discussion: Several ways of outlining a paper. In-Class Writing: Construct a rough draft of your thesis statement and outline. Class Activity: Sign-up for your Week 10 conference time. For Wednesday: Read: FIAW, “Integrating Quotations Into Your Writing,” pgs. 182-186. Wednesday, October 22 Class Discussion: What do I do with quotes? How do I know when it is more appropriate to summarize or paraphrase? The issue of plagiarism. For Friday: Read: FIAW, “Evaluating Library Sources,” pgs. 132-135 and “Evaluating Internet Sources,” pgs. 136-138. Friday, October 24 Class Discussion: Primary versus secondary sources. How to properly select sources for a research paper. Determining the relevance and reliability of secondary sources. Class Activity: Forming Grammar Groups for Weeks 11-13. For Next Week: Write: Revised Rough Draft of Proposal and Annotated Bibliography. Show Up to Your Assigned Conference Time. Week Ten: Conferences Monday, October 27 - Friday, October 31. Writing Due: Revised Rough Draft of Proposal and Annotated Bibliography. During week nine you will sign up for a conference time to meet with me in my office to discuss your research proposal and list of sources. I will return the Final Draft of your Synthesized Analysis piece during your assigned conference session. For Monday (November 3): Read: OWL, “Conciseness,” “Active and Passive Voice,” “Sentence Fragments,” and “Dangling Modifiers and How to Correct Them.” Week Eleven: Sentence Structure and Punctuation Monday, November 3 Revised Rough Draft of Proposal and Annotated Bibliography Returned. Class Discussion: What makes a good sentence? 17 Class Activity: Grammar Group #1 provides the class with a 20-25 minute lecture followed by exercises or an activity on creating “effective sentences.” For Wednesday: Read: OWL, “Writing Transitions” and “Transitional Devices.” Wednesday, November 5 Class Discussion: Creating effective transition within and between paragraphs. Class Activity: Grammar Group #2 provides the class with a 20-25 minute lecture followed by exercises or an activity on sentence “creating effective transitions.” For Friday: Read: OWL, “Conquering the Comma,” “The Apostrophe,” and “How to Use Quotation Marks.” Friday, November 7 Class Discussion: Proper use of punctuation. Class Activity: Grammar Group #3 provides the class with a 20-25 minute lecture followed by exercises or an activity on the “proper use of punctuation.” For Monday: Read: OWL, “Appropriate Language: Overview,” “Group Jargon,” and “Appropriate Pronoun Uses.” Write: Final Draft of Research Paper Proposal and Annotated Bibliography. Week Twelve: Word Choice Monday, November 10 Writing Due: Final Draft of Proposal and Annotated Bibliography Class Discussion: Choosing appropriate language. Class Activity: Grammar Group #4 provides the class with a 20-25 minute lecture followed by exercises or an activity on “choosing appropriate language.” For Wednesday: Read: OWL, “Choice and Arrangement of Words for Achieving Emphasis” and “VisualTextual Devices for Achieving Emphasis.” Wednesday, November 12 Class Discussion: Creating emphasis. Class Activity: Grammar Group #5 provides a 20-25 minute lecture followed by exercises or an activity on “creating emphasis” in sentences and paragraphs. For Friday: Write: First Draft of your Research Paper. You must bring a printed copy of your paper to class for Peer Review. 18 Friday, November 14 Writing Due: Partial Draft of Research Paper for Peer Review Group Activity: Pick a partner and exchange papers. Make comments in the margins. Point out areas in the research paper that could use improvement as well as those that you like. Focus especially on the introduction to the draft. How well does the writer draw the reader in to their text? For Monday: Read: OWL, “Sequence of Tenses,” “Verb Tense Consistency,” and “Verbs with Helpers.” Week Thirteen: Verb Usage and Final Research Presentations Monday, November 17 Class Activity: Grammar Group #6 provides a 20-25 minute lecture followed by exercises or an activity on “verb tenses.” For Wednesday: Read: BB, “Twelve Tips for Creating Effective Presentations.” Wednesday, November 19 Class Discussion: Turning research into an effective presentation. For Friday: Prepare: A 5-10 minute presentation based on the information from your paper. Friday, November 21 Class Activity: First group of students presents semester-long research to the class. For Monday: Write: Revised Draft of your Research Paper. Prepare: A 5-10 minute presentation based on the information from your paper. Week Fourteen: Final Research Presentations Monday, November 24 Writing Due: Revised Partial Draft of Research Paper Class Activity: Second group of students presents semester-long research to the class. For Wednesday: Prepare: A 5-10 minute presentation based on the information from your paper. Wednesday, November 26 Class Activity: Third group of students presents semester-long research to the class. For Monday (December 1): 19 Prepare: A 5-10 minute presentation based on the information from your paper. Friday, November 28 NO CLASS: THANKSGIVING BREAK. Week Fifteen: Final Research Presentations Monday, December 1 Revised Partial Draft of Research Paper Returned Class Activity: Fourth group of students presents its semester-long research to the class. For Wednesday: Prepare: A 5-10 minute presentation based on the information from your paper. Wednesday, December 3 Class Activity: Fifth group of students presents its semester-long research to the class. For Wednesday: Prepare: A 5-10 minute presentation based on the information from your paper. Friday, December 5 Class Activity: Sixth and final group of students presents its semester-long research to the class. The Final Draft of the Research Paper is Due by 4pm on Wednesday, December 10 in my Office (1833 University Hall).