THE HELLER SCHOOL FOR SOCIAL POLICY AND MANAGEMENT
SYLLABUS
PROFESSIONAL WRITING (HS 240b-2)
Fall Semester 2015
Section 2: Thursday 12:15 pm – 1:45 pm (G-53)
Instructor: Mary Brooks maryeliz@brandeis.edu / Heller 124 / Phone 781.736.2816
PURPOSE of the COURSE and LEARNING GOALS
This 2-credit course is required for SID, MS, Coex and Dual Degree students who have not yet
passed the core competency in professional writing at the Heller School. There will be 12 1½
hour sessions over the course of the semester. The purpose of this class is to support you to:
1) Write clearly, logically, and persuasively—in academic and professional settings
2) Effectively use evidence from the literature in your field to build a focused, strong
and well-supported argument
3) Learn to skillfully edit your own work
4) Pass the core competency in professional writing at the Heller School
COURSE DESIGN and METHODS
Students will set their own writing goals. You will practice using tools to develop a writing skill
set that will allow you to meet your goals.
The course is designed for you to improve your writing with the following methods:
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A graduated set of writing assignments of increasing number of sources
A peer tutor to support you with individual sessions as you work on your goals
Readings and discussions on key elements of effective writing
Sessions with Brandeis librarians on academic resources and research skills
Class exercises: identifying editorial needs in a piece of writing
Editing and revising and refining your own work
Identifying stages in the writing process and finding what works best for you
Integrating your work in the writing class with your work in your other classes:
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Classes will start in the second week of September
We will not have class in the week of the middle of Module 1 finals
The last class will be two weeks before final exams begin
Writing assignments are designed to support you in writing well in your other courses
Your tutor is available to support you with all your writing goals
On December 1, 2015, you will be re-assessed for the core competency in professional writing at
the Heller School. Students must pass the Core Competency in Professional Writing at the Heller
School before receiving a grade in this required course.
CLASS SESSIONS
SECTION 2 - THURSDAYS
SESSION 1 (Sept 10)
(Note: Class meets in G-4 this week)
Introduction to Professional Writing
TOPICS
Review syllabus and course logistics
What is professional writing? Why does it matter?
The role of effective and persuasive writing in the work of social change
The peer tutor-tutee relationship
Class Exercise: Self-assessment of writing skills and setting writing goals
ASSIGNMENTS
SELF ASSESMENT: Writing Goals (Due Sept 17) Handout
Tutor and tutee work together on final draft of self-assessment and goals
ASSIGNMENT # 1: Political Autobiography (Due Sept. 17) 2 pages
Self as source
READINGS FOR SESSION 2
Hacker: pages 3 to 9 / pages 67 to 77
3-9: Assess the writing situation / Ways of exploring your subject / Understanding
and assignment / Assignment situation checklist / Reading texts / Methods / Asking
Questions
67 to 77: Writing about texts / Active reading of a text / Outlining a text
Summarizing a text / Analysis of a text / Critical thinking about a text
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SESSION 2 (Thursday Sept 17)
(Note: Both Tuesday and Thursday Sections meet together in room G-1)
Using Structure to Fulfill Purpose and Persuasion
TOPICS
Purpose of a piece of writing and target audience
Introduction to argumentation
Defining “argument”
The metaphor and mechanics of writing “structure”
Class Exercise: Structure related to purpose in a persuasive article: Nuclear Nobel
Class Exercise: A letter to a Board of Directors: Guidelines and Common Issues
ASSIGNMENTS
ANALYSIS OF YOUR OWN WRITING ASSESSMENT: NWWP Letter
Discussion of analysis of assessment with tutor / review and revise writing goals
Note: Attach findings of assessment analysis to Oct. 1 Monthly Report
ASSIGNMENT #2: Summary (Due Sept. 24) 4 paragraphs
Working with a single source
READINGS FOR SESSION 3
Hacker: pages 12 to 14
Sketch a plan / Guidelines for constructing an outline
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SESSION 3 (Sept 24)
(Note: class begins meeting in G-53)
Structure Continued: Three Tools for Building Better Structure
TOPICS
Outlining
Reverse Outlining
Critical Reading and reading for meaning and efficiency (Learning to write by reading)
Class Exercise: deconstruction of the structure of an article
ASSIGNMENT #3: Reverse Outline of an Article (Due Oct. 1) 1 page
Working with a single source informed by other sources
Note: discuss your draft reverse outline with your tutor and make editorial revisions to a
second draft before submitting this assignment
READINGS FOR SESSION 4
Hacker: pages 10 to 11 / pages 14 to 19 / pages 32 to 45
10-11: Draft a Thesis / Testing a Thesis
14-19: Drafting an introduction that includes a thesis / Writing effective thesis
statements / Draft the body of the paper
32-45: Writing paragraphs / Choosing a suitable pattern of organization / Make
paragraphs coherent / Providing transitions
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SESSION 4 (October 1)
Thesis Statements and Topic Sentences—A Paper and its Paragraphs
TOPICS
Defining the essay (its purpose and its parts)
Characteristics of an effective thesis statement
Relationship between structure and argumentation
Paragraph construction
Sequencing of paragraphs
Class Exercise: analysis of paragraph construction and sequencing in a published article
ASSIGNMENT
Choose a thesis statement for at least one paper you will be writing for your classes this
semester. Discuss with your tutor.
SESSION 5 (Oct 8)
Tools and Skills for Finding Sources
(Brandeis librarians: Session 1)
TOPICS
Introduction to library resources
Tools to gather evidence to support a thesis
Class Exercise: using on-line resources at the library
ASSIGNMENT #4: Topic Sentences / Compare and Contrast (Due Oct. 15): 1 page
Working with two sources
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SESSION 6 (Oct 15)
Evaluating and Using Sources
(Brandeis Librarians: Session 2)
TOPICS
Quality and quantity of sources to support a persuasive, evidence-based argument
Class Exercise: evaluating sources
READINGS FOR SESSION 7
Hacker: 448 to 483
Become familiar with this material: Citing sources and avoiding plagiarism
MID-TERM BREAK (Oct 22): No class
SESSION 7 (Oct 29)
Citing and Documenting Sources
(Brandeis Librarians: Session 3)
TOPICS
The mechanics of citation of different kinds of source material
Keeping track of the documents that you used in researching your topic
Class Exercise: citation
ASSIGNMENT #5: Term Paper (Due Nov. 12)
Working with multiple sources from library resources (3 pages with APA citation)
READINGS FOR SESSION 8
Hacker: pages 153 to 164
Sentences / Verbs / Language
Strunk and White: pages 15 to 34
Elementary Principles of Composition
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SESSION 8 (Nov 5)
Clarity at the Sentence Level
TOPICS
Defining “clarity” in sentences
Exercise: editing for clarity
Principles of editing for clarity
Class Exercise: editing for clarity
READINGS FOR SESSION 9
Hacker: pages 20 to 28 / pages 78 to 100 / pages 445 to 448
20-28: Revising
78-100: Constructing reasonable arguments
445-448: Supporting a thesis
SESSION 9 (Nov 12)
The Art of Revision—Editing Your Own Work
Strength of Argument at the Whole Paper Level
TOPICS
Defining “strength of argument” in paragraphs
Principles of editing for strength of argument
Class Exercise: editing paragraphs
ASSIGNMENT #6: Revision (Due Nov. 24)
Working with your own writing as a source
READINGS FOR SESSION 10
Strunk and White: pages 66 to 87
An Approach to Style
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SESSION 10 (Nov 19)
The Process of Writing
TOPICS:
Steps in the writing process
Being a productive and effective writer—finding what works best for you
Writing style
READINGS FOR SESSION 11
Hacker: pages 19 to 20
Draft a Conclusion
The Literature Review: Guiding Students Using Bloom’s Taxonomy of Cognitive
Objectives
SESSION 11 (Tuesday, Nov 24)
(Note: Both Tues and Thus Sessions in room G-2)
Strong Conclusions
TOPICS
Principles of strong conclusions
Wrap up discussion: Looking forward—filling your potential as an effective writer
Class Exercise: preparing for the Assessment in the Core Competency in Writing
SESSION 12 (Tuesday, Dec 1)
(Note: Both Tues and Thus Sessions / Room G-2)
Writing Re-assessment
TOPIC
You will be writing a professional letter to make a persuasive case.
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READINGS
Important: All readings are done before the class in which their topic will be addressed.
The readings are important. They are brief and directly to the point. They are relevant to the
material covered in class, they will inform your assignments, and practicing the knowledge they
contain will make you a strong writer.
You will discuss the readings with your tutor. In these discussions, connect the content of the
readings with the specific goals and issues you find in your own writing. Explore ideas for how
you can incorporate this knowledge into your writing skills.
Readings are from the following sources:
Hacker, Diana: A Writer’s Reference: Seventh Edition. Bedford/St. Martin’s. 2011.
Strunk, W. and White, E.B.: The Elements of Style, Fourth Edition. Allyn and Bacon.
2000.
Others (as provided)
INSTRUCTIONS FOR ASSIGNMENTS
There will be a handout with detailed instructions for each assignment.
The writing for each assignment:
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Follows all directions closely / Has a focus / Answers the question
Is submitted on time, by the due date
Is well organized and has good “flow”
Is informed by convincing evidence from reliable sources
Is clear and concise—easy to read and understand
Has a solid premise, is backed up with logic, and reveals thought
FORMATTING OF ASSIGNMENTS
Assignments have clean formatting with no mechanical, spelling and few grammar errors.
Every assignment has the following:
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In upper left hand corner:
o Author name and class section weekday (Tues or Thurs) and number (1 or 2)
o Assignment number and name of assignment
o Date of submission of paper
Paper title is centered at the top of paper in 14 point font
Text is Times New Roman 12 point font with 1.5 spacing and 1” margins on all sides
Double space between paragraphs and do not indent paragraphs
Quotes longer than three lines are indented and single spaced
TUTOR-TUTEE MONTHLY REPORTS
There will be 3 monthly progress reports submitted during this class. (See form on last page of
this syllabus.) These reports will be collaboratively written by the team of the student and the
tutor. The student is responsible for submitting a hard copy of the report in the professor’s
mailbox by 12 noon on each due date. Both the writing student and the tutor will sign the
report.
These reports are due on:
October
1
November 3
December 1
(Thursday)
(Tuesday)
(Tuesday)
GRADES
Note: timely attendance is required and noted / Class starts on time
Class Participation
Work with Tutors
Assignments
25%
35%
40%
Core Competency Assessment: Required
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THE HELLER SCHOOL FOR SOCIAL POLICY AND MANAGEMENT
Monthly Writer-Tutor Progress Reports
Professional Writing
Report (check one): Oct 1___
Nov 3___
Dec 1 ___
Writer’s name:
Tutor’s name:
Sessions held this month: No. _____
Hours _____
Writing progress this month:
Remaining writing challenges to address:
Writer’s current goals / Work plan to address writing challenges (bullet points):
What’s going well in the writer-tutor relationship:
Room for improvement in the writer-student relationship:
Writer Comments:
Tutor Comments:
Writer’s Signature ______________________________________________
Tutor’s Signature _______________________________________________