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: jcasey3@uic.edu
(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)
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(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.
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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.
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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 mbenne2@uic.edu,
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
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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.
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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.
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-----. “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
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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-
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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?
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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
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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.
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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?
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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?”
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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
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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.
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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.”
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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?
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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.
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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):
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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).