Lane Community College
College Now; Siuslaw High School
Syllabus/Course Information Sheet
September, 2014-June, 2015
WR 115:
English Composition: Introduction to College Writing
“Reading maketh a full man; conference a ready man; and writing an exact man…”
--Sir Francis Bacon
“Education is not filling a bucket, but lighting a fire.”
--William Butler Yeats
Course: WR 121
Meeting Place: Mr. Wartnik’s room
Meeting Time: 3rd Period
Credits: ½ H.S. + 4 College
CRN: TBA
Email: nwartnik@siuslaw.k12.or.us
Instructor: Neil Wartnik
Office: Mr. Wartnik’s class room
Phone: 541-997-5476 (W)
541-997-6197 (H)
Office Hours: M,Tu,W,F: 8:00-8:25
M-F: 3:10-3:45 or by appt.
Course Prerequisite: Appropropriate scores on Lane’s Writing Placement or a
passing grade (C- or better) in WR 093 or WR 095 or equivalent.
Required Texts: Selected readings to be distributed by the instructor. The majority
will be taken from:
Kennedy, and Dorothy M. Kennedy. The Bedford Reader, 2nd ed. New York: St.
Martin’s press, inc., 1985.
Sebranek, Meyer and Dave Kemper. Writers INC. Burlington, Wisconsin: Write Source
Educational Publishing House, 1992.
Shrodes, Fireston, Shugrue, and Fontaine Maury Belford. The Conscious Reader, 6th
ed. Boston: Allyn and Bacon, 1995.
Course Description:
This course is designed to introduce students to the conventions of college writing. As
Lane’s course catalog puts it, WR 115 emphasizes the writing process of pre-drafting,
composing, revising, and editing to help students express ideas clearly in logical and
meaningful essays. WR 115 also helps students develop analytical skills so that they can
become better ciritical thinkers, readers, and writers. Assignments and class
discussions affirm the relevance of writing skill to students’ academic, occupational,
public, and/or personal lives. Because this course serves as an introduction to college
writing, skills essential for success in WR 121 will be introduced in WR 115. The course
also fulfills some programs’ writing requirements at Lane.
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Course Objectives:
The primary objective of this course is to prepare you to read and write effectively in WR
115 and beyond. We will practice reading and writing as ways of thinking and learning
about the world and our place in it. Therefore, the course will introduce and begin to
familiarize students with academic language through the reading of a range of texts,
including some academic essays and literary texts. We will also practice reading and
writing in small group workshops and perhaps individual conferences. Writing 115
requires that you write in the context of reading and that you write and re-write often.
This class will be organized based on classroom activities, which will include
invention/generating, in-class individual and group writing, workshop activities, peer
workshop/critique, writing on and discussion of assigned readings, reflection on your
writing processes, and revision. As a group we will practice beginning to understand
and assess writing—your own as well as others’—rhetorically.
Because this course also serves to prepare students for success in WR 121, it will
introduce you to some of the conventions of academic writing, including: how to
construct an argument; how to select and deploy evidence; how to shape and articulate
your own ideas in relation to your reading; and how to revise your writing for effective
organization, purposeful development of ideas, and critical perspective or insight.
Writing 115 will also introduce you to textual quotation, paraphrase, signal phrasing,
citation formats, and how to differentiate between your own prose and someone else’s
words or ideas.
Course Outcomes:
Upon successful completion of the course, you should be able to demonstrate the ability
to:
A. Engage in and value a respectful and free exchange of ideas.
B. Think, read, and write critically: Use reading and writing for college-level inquiry,
learning, thinking, and communicating; Balance openness to the ideas of others with a
healthy skepticism and questioning attitude; Objectively summarize source material;
Identify the thesis/purpose, sub-points, and means of support; Recognize how other
writers and speakers adapt language for audience, situation, and purpose.
C. Assess and meet different writing situations: Recognize and use academic writing
strategies appropriate to specific audiences and purposes; Select appropriate methods
for developing ideas in paragraphs and essays, such as analysis, facts, explanations,
examples, descriptions, quotations, and/or narratives; Adopt appropriate voice, tone,
and level of formality.
D. Develop essays through a flexible writing process that proceeds through discovering
ideas, planning, drafting, revising, and editing: Base each essay on a clearly stated or
understood controlling idea or thesis; Write a well-focused and logically organized
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essay, one having an introduction, discussion, and conclusion in which the relationship
of ideas to one another is clear; Weave a relevant quotation from source material into an
essay; Support sub-points with examples and specifics; Work effectively with other
writers to evaluate and revise essays constructively; Identify strengths and address
weaknesses of one’s own and others’ work.
E. Observe most of the conventions of Edited Standard Written English (ESWE) and
make effective stylistic choices as a writer: Express ideas carefully and coherently so
that errors and problems of style do not obscure or detract from the writer’s meaning;
Demonstrate basic competence with the standards of grammar, usage, and mechanics
that is compatible with success in WR 121; Use MLA quoting conventions.
Course Requirements
Rough Drafts:
Complete rough drafts of your major essays are due on the assigned dates. It will
detract from class motivation and your own growth as a writer if you do not bring
complete drafts on the days we are scheduled to workshop them. Workshops cannot be
“made up,” and missed workshops will receive zeroes in the grade book.
Informal Writings:
Informal writings will include but are not limited to: Reader Responses,
Invention Exercises, Journal entries, Peer Responses, a variety of homework
assignments (definitions, searches, reflections, etc), and all In-Class Writings (ICW).
Often, I will provide you with a specific question or prompt as a starting point or entry
into the writing. These informal writing activities allow you to explore the ideas you will
be developing in your formal essays by providing a space for you to work through and
record your evolving ideas, observations, and impressions. The plan is for this work to
provide you with some low-risk space for practicing a variety of rhetorical strategies.
Informal writings are generally graded on a 10 point scale and cannot be “made up.”
Missed informal writing assignments will receive a zero in the grade book.
Group Work:
This term we will work to creat and sustain a community of co-learners. Much
class time will be spent working in small groups. You will share ideas and writing,
discuss and debate different perspectives, and give and receive written and oral
feedback on your writing. Group work allows a space where everyone can participate in
and contribute to our ongoing conversation on writing and rhetoric.
Conferences:
Each of you will be required to meet with me individually and/or in groups at
least two times this term to discuss your works in progress, your ideas, and the overall
progression of your writing. Additional opportunities for conferencing will be provided
as may become necessary throughout the term.
Pop Quizzes:
Pop quizzes will be given on an as-needed basis.
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Formal Writing Projects:
In this course you will produce approximately 10 pages of revised writing. All
of our writing activities and discussions are designed to help you complete 3 major
writing projects or essays over the course of the term. Writing multiple drafts of those
essays will allow you to think, rethink, and develop a greater sense of rhetorical
consciousness in your own work. We will work on assessing your own and each other’s
writing throughout the term. Failure to turn in preliminary drafts will affect your grade.
If you do not submit a preliminary draft of an essay, the “final” draft will not be accepted
for evaluation. I also reserve the right to return, without credit, any draft that does not
meet minimal requirements as outlined in your assignment handouts. The course is
organized around the production of these essays, so it is NOT possible to pass the course
unless you have written and revised all three.
Final Portfolios:
The purpose of the final portfolio is to showcase some of your writing for final
evaluation. For the portfolio you will collect your coursework over the entire term.
Between the middle and the end of the term, you will begin to select those pieces that
you feel best represent you as a reader, writer, and thinker, and you will start to work on
final revisions of those pieces for a course portfolio. In addition, you will compose a
letter or introduction to the portfolio in which you critically reflect on the significance of
your portfolio selections.
The body of your portfolio will contain the final drafts of your selected course material
as well as a 2 to 3 page reflection explaining how your understanding and awareness as a
writer has evolved over the term, as demonstrated by the work in your portfolio. (In
other words, you will point to key places in your portfolio as proof or evidence to back
up the claims you are making in your portfolio’s introduction). This work will constitute
approximately 8-10 pages of polished writing. You will need to have completed all
previous formal writing projects in a timely manner and in good faith to receive credit
for the portfolio. The WR 115 portfolio will constitute 30% of your final course grade.
Course Policies
Assessment:
In order to strengthen the writing programs at Lane Community College, Writing
faculty collect a range of sample student writing to be used strictly for program
assessment and/or professional research related to the teaching of writing. Such
documents may also be shared with writing instructors at other educational institutions
for the purpose of professionalization and teacher training. Your L#, course CRN, and
other personally identifying information are removed from all documents submitted for
these purposes in order to ensure, within reasonable limits, that they remain
anonymous.
Attendance:
ATTENDANCE IS REQUIRED! Because the course is structured in such a way
that activities and assignments build upon activities conducted in previous classes, your
presence is important to you and to fellow students. Excessive absences (more than 4
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over the course of a term) will have a detrimental effect on your class participation grade
as well as put you at a disadvantage when it comes to compiling the final portfolio. If
you are aware of an upcoming event that will prevent you from attending class, let me
know in advance so you can avoid falling behind. If you miss a class, you are
responsible for finding out what you missed, including what was assigned or collected
while you were absent.
Tardiness:
Chronic tardiness will have the same result as excessive absences (see above).
Course work:
Major assignments are due on assigned dates (by the end of the day). They must
either be handed to the instructor or turned in to his box in the office. Process work, for
instance drafts to be reviewed in class or reading notes, must be submitted in class the
day due to receive credit.
Technology:
We will follow the school policy. Laptops and other technology may be used only
with prior instructor permission.
Classroom Conduct:
Any conduct which interferes with the progress of the class will be addressed
between the instructor and the student as necessary. This is a college course, and
students will conduct themselves and treat others with respect. Repeat infractions may
result in ejection from or failure of the course.
Plagiarism:
Plagiarism (the undocumented use of someone else’s words or ideas, professional
or otherwise, in your writing) is illegal and if detected will result in disciplinary action
including failure of the course and/or dismissal from the college.
Food and Bathroom Passes:
No Messes! No Disruption! (Discreetly ask permission)
General grading policies:
-All assignments are required course work and will factor into your final grade.
-Your participation during class discussion and writing workshops will affect your
course grade.
-You must complete all formal essays to receive college credit.
-Essays will be evaluated using rubrics that incorporate course outcomes.
-To receive dual college credit you must meet prescribed benchmarks on the
Accuplacer (Reading and Sentence Skills) test.
Grade distribution
Rough drafts: Formative Assessment……………………………………………….. (30%)
Formative Assessments: peer review: readings, discussions, and
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assignments…………………………………………… (10%)
Final Drafts: summative Assessment………………………………………………... (60%)
Grade definitions:
“A” work demonstrations distinguished thinking throughout. The writing is
articulate and insightful, revealing an advanced conception of the assignment.
“A” work is superior, not very good or above average. “A” work meets all basic
requirements of any given assignment, and far exceeds expectations on every
level.
“B” work is above average. It meets all the basic requirements and exceeds
expectations by showing insight and excellence on several levels
“C” work is satisfactory and competently written; it meets all the basic
requirements of any given assignment.
“D” work does not fully meet the basic requirements of a given assignment. It
demonstrates difficulty with the development of ideas, organization, content, or
coherence and/ or shows a general lack of understanding of the assignment.
“F” work does not meet assignment requirements on most levels. It shows an
inability or unwillingness to complete basic tasks or to follow assignment
instructions. Plagiarized work also falls into this category.
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Parent(s):
If you would like to examine the WR 115/121/122 scope and sequence, you will find the
document on my page of the school web site: www.siuslaw.k12.or.us , Neil Wartnik.
If you or your child have any questions or need assistance, I am available 7:45-8:20 most
mornings and 3:10-4:00 most afternoons. During wrestling season I leave for practice by 3:30
most days, but can stay later if necessary. I truly enjoy getting to know the people I serve and
doing all I can to make their experience positive. To contact me, you may call 541-997-3448 or
email me at nwartnik@siuslaw.k12.or.us, and I will get back to you as promptly as possible.
Please print your full name(s) and your e-mail address.
----------------------------------------------------------------------------------------------------------------Full Name(s):________________________________________________________
E-Mail Address:_______________________________________________________
Question/Comment:
We the undersigned fully understand the expectations of this course as outlined above. It
is important to have an environment conducive to the educational process, and the expectations
above are designed to help accomplish these educational goals.
X____________________________________________Date_______
Student signature
X____________________________________________Date_______
Parent(s) signature
Page 7
Lane Community College
College Now; Siuslaw High School
Syllabus/Course Information Sheet
September, 2014-June, 2015
WR 121:
English Composition: Introduction to Academic Writing and
Argument
“Reading maketh a full man; conference a ready man; and writing an exact man…”
--Sir Francis Bacon
“Education is not filling a bucket, but lighting a fire.”
--William Butler Yeats
Course: WR 121
Meeting Place: Mr. Wartnik’s room
Meeting Time: 3rd Period
Credits: ½ H.S. + 4 College
CRN: TBA
Email: nwartnik@siuslaw.k12.or.us
Instructor: Neil Wartnik
Office: Mr. Wartnik’s class room
Phone: 541-997-5476 (W)
541-997-6197 (H)
Office Hours: M,Tu,W,F: 8:00-8:25
M-F: 3:10-3:45 or by appt.
Course description: Writing 121, introduces students to the conventions of academic
writing. It emphasizes defining and developing a significant topic and using principles
of clear thinking to support an assertive or argumentative thesis. Students will learn to
consider subject matter, audience, purpose, and point-of-view in the planning of their
papers, demonstrating proficiency through how they organize, develop and word their
essays. Students will also analyze and evaluate other writers in compositions to sharpen
their critical abilities as readers and writers. Finally, the course provides instruction in
source analysis, documentation, and beginning research methods. It may be offered
through distance learning.
Prerequisite: appropriate scores on Lane’s Writing Placement Test or passing grade
(c-or better) in WR 115.
Required texts: selected readings to be distributed by the instructor. The majority
will be taken from:
Kennedy, and Dorothy M. Kennedy. The Bedford Reader, 2nd ed. New York: St.
Martin’s press, inc., 1985.
Shrodes, Fireston, Shugrue, and Fontaine Maury Belford. The Conscious Reader, 6th
ed. Boston: Allyn and Bacon, 1995.
Course objectives: According to Lane’s course catalog. [This course is focused on
introducing] students to the conventions of academic writing. It emphasizes defining
and developing a significant topic and using principles of clear thinking to support an
assertive or argumentative thesis. Students will gain an understanding of their subject
matter, audience, purpose, and point-of-view, and demonstrate that understanding
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through the organization and development of their essays. Students will learn how to
analyze and evaluate other writers’ works to sharpen their critical abilities as readers
and writers. The course also introduces students to skills in source analysis,
documentation, and beginning research methods.
All reading and writing assignments will work toward these ends. Students will be
challenged to develop critical reading skills which will facilitate their success in future
academic and professional work. Thus they will be exposed to a variety of texts which
will have greatly varied purposes, intended audiences, and subject matters. Students
will learn to recognize these differences and explain them and their implications in
writing. In addition, students will be part of a writing community, giving and receiving
help throughout the writing process.
The class will be organized around the following activities:
*Prewriting consisting of invention, generation and organization of ideas
*Writing Workshop activities: peer review consisting of revision, editing, and
proofreading
*Analysis of readings which will include note taking, discussions, and composition
*Assessment of writing—your own as well as others’
*Metacognition: Reflecting on and evaluating your learning journey. As writing 121 is a
bridge to future academic writing, students will be trained to enter the dialog of
intelligent minds where significant ideas are studied, and critically evaluated. Students
will learn to form arguments where they support or oppose the positions of others, using
sound logic and reliable support. They will be introduced to techniques for evaluating
sources and will be required to practice ethical use of source material, documenting
within text as well as after. They will be trained to blend source material into their
writing and how to mark it to insure it is distinguished from their own.
Course outcomes:
This course is foundational to success for most college students and is a precursor to
WR 122--Argument, style, and research. Therefore by the course’s conclusion students
should demonstrate the ability to:
* Understand, evaluate, and give mature reactions to the ideas of others.
* Interpret and assess a variety of texts, showing understanding of authors’ purposes
given audience and situation.
* Find, evaluate and synthesize source material for use in essays:
~Primary and Secondary
~Types: Media-captured, electronic, live, and/or printed
* Apply the writing process with rhetorical maturity:
~developing writings with a point of view, tone, voice, and ethos appropriate to
purpose and audience.
~using development strategies for writings that vary in type, organization, and
tone
~to develop and organize essays:
* Compose at least one argumentative essay, using elements of textual support:
~explanatory details, sensory and narrative detail, dialogue, examples,
illustrations, reasons, analogies, etc.
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* Use the library and internet resources responsibly and effectively:
~Databases
~Internet Search Engines
~Quote, paraphrase and summarize information in a way that preserves a
source’s meaning and voice and distinguishes it from the students’ own.
* Apply the principles of edited standard written English (ESWE),
whether the work follows the conventions of MLA or APA style.
~format
~Grammar
~Citations
Course requirements:
*Rough Drafts: are due on the assigned dates. It will hinder class motivation and your
own growth if you are not prepared for peer review. Workshops cannot be “made up,”
and students who do not participate in a workshop will receive a zero (0) for the activity.
*Informal writings: will include responses to in-class readings, open-ended in-class
writings, exercises, and journal writing. These informal writing activities allow you to
explore, work through, and record your evolving ideas, observations, and impressions.
They are preparatory to the composition of well conceived papers.
*Reading and note taking: the point of class readings is to expose you to thinking and
composition of thinkers who have wrestled with the questions we will ponder this year.
Note taking and paragraph responses will allow you to reflect on significant ideas and
compare them to your own. They will also help you learn how to incorporate quotation,
paraphrase, and summary of text in your exposition.
*Group work: peer review and reading groups are elemental to this course. You are
expected to participate on a daily basis, articulating ideas, asking questions and
considering those of others. This is essential to the composition of compelling essays
and in-depth understanding of rhetorically complex readings. Participation grades will
be based on your preparation and quality of involvement.
*Conferences: you will be required to meet with me at least two times during the
session to discuss work in progress, course content, and your progress as a writer. You
may set up additional meetings as desired.
*Pop quizzes & essays on demand: these will be used to keep the class focused and give
me feedback on your progress.
*Formal writing projects: you will produce 16 to 20 pages of revised written work this
semester. These writings will require you to reflect on life, what you have experienced
and what you have observed. You will be required to reflect on what other people have
to say--both from in-class readings and source materials you obtain through research.
Every class activity will further your progress toward the composition of major essays,
each with a minimum of two drafts and a final. Potential topics include:
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10
“Disappointment”
“At my House”
“The Ideal Man/Woman/Person”
“What Is a Family?” or “What Is Marriage?”
“Science and Technology”
“Society”, “Punishment”, “Bondage”, “War”
“These Things Give Me Hope”
“The Effects of Technological Advancement”
“Comprehensive Essay”
~Assistance: if/when you are struggling with a writing assignment,
visit during office hours. Do not take short cuts (Plagiarism is no
solution.) and do not allow writer’s block to eat you up. Together, we
can solve almost any problem.
*Comprehensive final exam at the end of the course you will be required to write a
comprehensive final. This will be your opportunity to articulate what you have learned
in this class. I expect you to grow as a writer this year, and the comprehensive will test
your ability to reveal this growth-both through content and style.
Course policies:
Grammar: though not a point of emphasis in this class your work should be
grammatically correct. If you realize you need intensive help with spelling, punctuation,
and/or other technical/mechanical issues, make an appointment with me early in the
term. I can point to resources that will help.
Attendance: attendance is required! Because the course is structured in such a way
that activities and assignments build upon activities conducted in previous classes, your
presence is important to you and to fellow students. Excessive absences (more than 4
over the course of a term) will directly affect your grade. If you are aware of an
upcoming event that will prevent you from attending class, let me know in advance so
you can avoid falling behind. If you miss a class, you are responsible for finding out
what you missed, including what was assigned while you were absent.
Tardiness: chronic tardiness will have the same result as excessive absences (see
above).
Course work: major assignments are due on assigned dates (by the end of the day).
They must either be handed to the instructor or turned in to his box in the office.
Process work, for instance drafts that will be revised in class on a given day or reading
notes that will be analyzed in class, must be finished and brought to class that day to
receive credit.
Technology: we will follow the school policy. Laptops and other technology may be
used only with prior instructor permission.
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11
Classroom conduct: any conduct which interferes with the progress of the class will be
addressed between the instructor and the student when necessary. This is a collegelevel course, and it is expected each student will conduct themselves and treat others
with respect. Repeat offenses may result in ejection from or failure of the course.
Plagiarism: plagiarism (the undocumented use of someone else’s words or ideas,
professional or otherwise, in your writing) is illegal and if detected will result in
disciplinary action including failure of the course and/or dismissal from the college.
General grading policies:
 All assignments are required course work and will factor into your final grade.
 Your participation during class discussion and writing workshops will affect your
course grade.
 You must complete all formal essays to receive college credit.
 Essays will be evaluated using rubrics that incorporate course outcomes.
 To receive dual college credit you must meet prescribed benchmarks on the
Accuplacer Reading and Sentence Skills tests.
Grade distribution
Rough drafts: Formative Assessment……………………………………………….. (30%)
Formative Assessments: peer review: readings, discussions, and
assignments…………………………………………… (10%)
Final Drafts: summative Assessment………………………………………………... (60%)
Grade definitions:
“A” work demonstrations distinguished thinking throughout. The writing is articulate
and insightful, revealing an advanced conception of the assignment.
“A” work is superior, not very good or above average. “A” work meets all basic
requirements of any given assignment, and far exceeds expectations on every level.
“B” work is above average. It meets all the basic requirements and exceeds expectations
by showing insight and excellence on several levels
“C” work is satisfactory and competently written; it meets all the basic requirements of
any given assignment.
“D” work does not fully meet the basic requirements of a given assignment. It
demonstrates difficulty with the development of ideas, organization, content, or
coherence and/ or shows a general lack of understanding of the assignment.
“F” work does not meet assignment requirements on most levels. It shows an inability
or unwillingness to complete basic tasks or to follow assignment instructions.
Plagiarized work also falls into this category.
Page
12
Parent(s):
If you would like to examine the WR 115/121 scope and sequence, you will find the
document on my page of the school web site: www.siuslaw.k12.or.us , Neil Wartnik.
If you or your child have any questions or need assistance, I am available 7:45-8:20 most
mornings and 3:10-4:00 most afternoons. During wrestling season I leave for practice by 3:30
most days, but can stay later if necessary. I truly enjoy getting to know the people I serve and
doing all I can to make their experience positive. To contact me, you may call 541-997-3448 or
email me at nwartnik@siuslaw.k12.or.us, and I will get back to you as promptly as possible.
Please print your full name(s) and your e-mail address.
----------------------------------------------------------------------------------------------------------------Full Name(s):________________________________________________________
E-Mail Address:_______________________________________________________
Question/Comment:
We the undersigned fully understand the expectations of this course as outlined above. It
is important to have an environment conducive to the educational process, and the expectations
above are designed to help accomplish these educational goals.
X____________________________________________Date_______
Student signature
X____________________________________________Date_______
Parent(s) signature
Page
13
Weeks 1 & 2:
WR 121 Course Outline
Revised October, 2011
Reading #1: “Think You’re Smart?”
INTRODUCTION: THREE AREAS OF FOCUS:
(1)
Writing: clarity, organization, and support
(2)
Close-Reading: Bloom’s Taxonomy
(3)
Speaking with skills to communicate thoughts
*Writing is a skill. Improvement is expected from theme to theme. Grading will
be on an “increased scale”.
Essay 1: “My Experience with Learning and Growth” (Diagnostic)
Week 3 & 4:
*6-sentence paragraph.
Reading #2: “How to Say Nothing in 500 Words”
Essay 2: “At My House”
Writing pointers:
1) Don’t use ‘you, your’ in themes
2) Don’t quote dictionaries.
*Describe a house or home you had, have, or would like to have. Go beyond a mere
physical description; capture the atmosphere, the vibe.
Purpose: Evaluation of individual writing level.
Three-part theme construction:
Introduction:
Hook the audience
Prepare the audience
Preview the essayMapping Sentence: state the thesis and three topics of
Body:
Develop the thesis one topic at a time (TRIAC)
Conclusion:
Restate the thesis
Summarize the body of your essay
Articulate the significance; explain the importance of your analysis
Close with a poignant uniting thought (Leave a gift)
Initial Points of emphasis
1) Outlining the theme
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2) Transitions and unifying agents which unite the paper
3) Not all errors will be marked; points to work on will be noted. Progression is the goal.
4) Recognizing obstacles to progress: weekend activities, friends, family, other
homework, ect. Don’t be naïve. Be proactive.
5) Selection and narrowing of a topic (review three-part thesis sentences and theme).
The technique for this paper is to choose a concrete concept that typifies the writer at
the three parts of life, and then to provide specific details/ incidents that support and
illustrate those concepts.
Weeks 5 & 6:
Essay 3: “The View from 80” (p.147, the Bedford Reader, 2nd Ed.)
-Read the essay, not the preliminary comments, and write five reactions’ to it.
Essay 4: “Dear Scottie” (p. 147)
Theme #3: “Who I Was, Who I am, and Who I Will Be” using an analogy to create
unity.
Analogies: Create focus when communicating ‘bulk’ material. They are used to make
obscure (a fuzzy or blurry) topics relatable. For instance, some people may never have
seen or used Carmex. They would have trouble understanding its distinctive traits.
They would not know whether sharing Carmex is more like sharing white-out or a can of
pop?
Analogies can be used to create a human connection to get on the same level--in much
the same way as a shared experience.
*Analogies answer the Why questions:
[Carmex: I wonder why she carries it. It’s such a little jar. Is the yellow
deliberate? Does it work? The portable little jar sits on the desk holding a cure to
lips’ ills. Does someone share Carmex, or does it have the understood quality of
being a personal item, like a toothbrush?]
*Analogies help us communicate with someone not on the same level, either lower or
higher:
--“it’s kind of like killing a mocking bird, isn’t it?”
Here Scout Finch is using an analogy to make sure her understanding is correct.
[Have students construct analogies of their own—after the instructor has given a
couple examples.]
a. I feel like. . .
b. My life is like. . .
c. School is like. . .
1. Others?
Weeks 6 & 7:
Essay 5: “Portrait of My Father”
Essay 6: “If the River Was Whiskey” (p. 213)
Theme #4: Research Essay: “The Ideal Man/Woman/Person”
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Weeks 8-10:
Essay 7: “Artificial Intelligence” (p.213)
Essay 8: “Creationism Is Not Science”
Essay 9: “Self Defense”
In-class: Description of the thumb/nose…
Theme 5: What is marriage? What is a family? What is the point of life?
Weeks 11-13:
Essay 10: “A Small Place” (p.1133)
[After discussing, compare with Florence. Make a list of complaints that natives
of Antigua seemed to have and a list Florence residents have. Compare the lists.
Essay 11: “They Also Wait” (p. 132 of The Bedford reader)
Essay 12: “The Company Man” (p.115)
Essay 13: “Miss USA” (p. 425)
[Students should realize that she was interviewed and this may not be word for
word, but edited by the interviewer for clarity.]
Impromptu Essay:
Potential Topics: Success, Justice, or Freedom,
Points of Emphasis:
1. Narrowing the topic
2. Developing the thesis with strong illustrations and analysis
3. Unity of thesis from Introduction to Conclusion.
Objective: Limiting a topic.
Week 14 -17:
Essay 14: “My Lack of Gumption” (p. 54, by Russell Baker)
Essay 15: “Goodbye kids, Mother’s Leaving Home” (p.205)
By Thomas J. Cottle
Essay 16: “Uncivil-Anger- The cultural Rules of Anger” (p.1097)
Essay 17: “Of cruelty and Clemency” (p.783, by Niccolo Machiavelli)
Theme 6: Loneliness, Power, Society, or Anger (Reference three of the five readings:
Terkel, Baker, Cottle, Tavris, Machiavelli)
Review: transitions, unifying agents, analogies, choosing and narrowing a topic, use of
examples, and elimination of padding.
Understandability: Make abstract ideas attainable
 Have a younger person read the paper and comment on its understandability.
 Double-space rough drafts to provide room for revision notes.
Re: “Society” as a topic. When you communicate with people from a different
strata of society, avoid bias. When readers perceive gross bias, their minds’ close.
Theme 7: “These Things Give me Hope”
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Note: Hope is an ‘energy’ that we get from something, not simply a want or a wish.
Week 18-20:
Reading: “The Tale of Beren and Luthien”
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Lane Community College WR 122—Argument, Style and Research
“Reading maketh a full man; conference a ready man; and writing an exact man.”
--Francis Bacon
“Education is not the filling of a bucket, but the lighting of a fire.”
--William Butler Yeats
Course: WR 122
Meeting Place: Mr. Wartnik’s room
Meeting Time: 3rd Period
Credits: ½ h.s. + 4 college
CRN: TBA
Email: nwartnik@siuslaw.k12.or.us
Instructor: Neil Wartnik
Office: Mr. Wartnik’s class room
Phone: 541-997-5476 (W)
541-997-6197 (H)
Office Hours: M,Tu,W,F: 8:00-8:25
M-F: 3:10-3:45 or by appt.
WR 122: English Composition: Style, Argument, and Research
While continuing the concerns of WR 121, WR 122 focuses on persuasion and argument
supported by external research. This includes the processes of finding and evaluating
sources, citing, documenting, and integrating source material into the student’s own
text, using argument as a means of inquiry as well as persuasion. Both subjects—
argument and research—are presented in the context of critical reading and the writing
of academic source materials.
Prerequisite: Appropriated scores on Lane’s Writing Placement Test or a passing
grade (C- or better) in WR 121.
Course Objectives
This course is focused on teaching students how to effectively craft position papers
(papers which justify an opinion). This skill is invaluable to those who will proceed to
advanced academic coursework. Students will learn the terminology of argument:
claim, support, warrant and related terms—both for the sake of analyzing the writings
and speeches of others and the formation of their own. They will also develop a strong
understanding of sufficiency of support, concession & rebuttal, and logical fallacies.
This will enable them to evaluate the value of source materials which will enhance their
ability to conduct research competently. Students will be trained to locate credible
primary and secondary sources on the internet and databases as well as how to
document these materials. Continuing the work of WR 121, students will be required to
practice ethical use of source material, documenting within text as well as after. They
will build on their ability to blend source material into their writing and mark cited text
appropriately. With these skills, they will be able to write position papers that are
balanced, perceptive, and coherent.
Class will be organized around the following activities:
*Prewriting consisting of invention, generation and organization of ideas
*Workshop activities
*Peer Review Sessions for revision, editing, and proofreading of student essays
*Analysis of readings which will include note taking, discussions, and written
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reflections
*Research
*Assessment of writing—your own as well as others’
*Metacognition
Course Outcome/Learning Targets
A. Engage in and value a respectful and free exchange of ideas.
B. Demonstrate critical thinking and reading skills:
*Practice active reading of challenging colle-level texts;
*Evaluate sources for adequacy, sound reasoning, and validity;
*Distinguish between observation, fact, inference, etc.; understand invalid
evidence, bias, fallacies, and unfair emotional appeals; distinguish
between objective and subjective approaches.
C. Make appropriate and effective rhetorical choices during all stages of the
writing process: invention, drafting, revising, and editing:
*Write argumentative essays that present a clear thesis or claim that
is arguable, unified, and sufficiently narrow;
*Address issues of purpose and audience, including audiences beyond the
classroom;
*Choose appropriate language (voice, tone, style, etc.) to persuade an
informed and educated reader or to assert a position taken by a writer.
D. Exercise appropriate methods of development and support:
*Support conclusions with evidence by using appropriate outside sources;
*Select appropriate methods for developing ideas in paragraphs and
essays, such as the use of analysis, facts, explanations, examples,
descriptions, quotations, and synthesis of source material.
E. Demonstrate Successful use of the research process:
*Use a library, online databases and the internet to locate information and
evidence;
*Integrate ideas and source material, being careful to differentiate
between the source materials and the students’ ideas and carefully credit
sources and ideas;
*Select and apply appropriate documentation style, using a handbook or
other documentation resources.
F. Effectively and correctly use accepted conventions and formatting:
*Demonstrate the ability to use Edited Standard Written English (ESWE)
to address an academic audience;
*Type and format final drafts with appropriate headings, titles, spacing,
margins, demonstrating an understanding of an appropriate
documentation style;
*Use the handbook or other resources for formatting, style, grammar, and
citation.
Required Text:
Rottenberg, Annette, and Donna Winchell. Elements of Argument, 9th ed.,
Boston: Bedford/St. Martins, 2009 or 2010.
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Course Requirements
1. Rough Drafts of major essays are due at the beginning of class on workshop day.
Workshops cannot be made up, and students who do not participate will receive zeroes.
2. Informal Writings: Informal writings include Reader Response Activities, Prewriting
Exercises, Journaling, Peer Responses, and In-Class Writings. These informal writing
activities will allow you to explore ideas you might develop into formal essays by
providing a space for you to work through and record evolving ideas, observations, and
impressions. They are preparatory to the composition of well-conceived papers. These
writings will be graded on a 10 point scale.
3. Reading and Note taking: The point of text readings is to expose you to the thoughts
and thought processes of effective arguers. Note taking will allow you to identify and
reflect on significant ideas and techniques. These assignments will be graded on a ten
point scale.
4. Group Work: Writing peer group circles and reading discussion groups are
elemental to this course. You will be expected to participate actively on a daily basis,
exchanging and discussing ideas with others. This is essential to the building of strong
compositions and in-depth understanding of rhetorically complex readings. Grades will
be based on preparedness and participation (Volunteering inputting and listening
respectfully to the input of others.
5. Conferences: You will be required to meet with the instructor individually and/or in
groups at least twice during the course to discuss topic selection, prewriting, works in
progress, and the overall progression of your writing. You may always set up an
appointment.
6. Pop Quizzes: These are used as necessary to keep the class focused.
7. Formal Writing Projects: You will produce 16-20 pages of revised written work this
semester. These writings will require you to reflect on your own experience as well as
what you have observed personally or from a distance. They will also require you to
reflect on what others have to say—both from readings studied in the text and source
material you will locate through research. Every class activity will further your progress
toward the semester goal of completing 4 major writing assignments (one definition
essay, one claim of fact, one claim of value, and one claim of policy), each one with at
least two drafts in addition to the final. The longest composition will be a minimum of
1500 words. Unless two completed rough drafts have been reviewed by a minimum of
two peers and/or the instructor, the Final Draft is not Final. ()
Assistance: in the event that you are struggling with a writing
assignment, visit during office hours. Do not take short cuts; plagiarism is
no solution. Together, we can solve any problem you have in this class.
9. Comprehensive Final Exam: At the end of the course you will be required to write a
comprehensive final. This will be your opportunity to articulate what you have learned
through your studies in WR 122 and how you have been affected as a thinker and writer.
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Course Policies:
Grammar: Though not a point of emphasis in this class, it is expected that your
compositions will be grammatically correct. If you know need intensive help with
spelling, punctuation, and/or other conventions of Standard Written English, make an
appointment with me early in the term. I can point you to helpful resources.
Attendance:
Attendance is required! Due to the organizational structure of the course in which
classroom activities and assignments build upon previous classes and impact future
learning, your daily attendance is vitally important. More than 5 absences during the
course may result in a lower grade, or potentially loss of credit.
When aware that an upcoming event will prevent you from attending class, check with
the instructor in advance to get assignments. When you miss class, you are responsible
for obtaining and completing missed assignments.
Tardiness:
The school policy will be enforced. Excessive tardies will affect your grade.
Course Work:
Major assignments are due on assigned dates (by the end of the day). They must either
be handed to the instructor in the classroom or placed in his school mailbox. Process
work, for instance drafts that will be revised in class on a given day or reading notes that
will be analyzed in class, must be finished and brought to class that day to receive full
credit. In some cases late work will not be accepted, and will receive a zero (Some
assignments may receive reduced or no credit if submitted after the due date. Also,
students who are chronically late with work will lose credit). Whenever you are
struggling with an assignment, stop by during office hours. Together we can solve
almost any problem.
Technology:
We will follow the school policy. At times I allow students to take notes on their
laptops. If you have a valid need, I am willing to make an accommodation.
Communicate your concerns.
Classroom Conduct:
This is a college course. No behavior that interferes with the progress of the course will
be tolerated. Come prepared each day to add meaningfully. Listen politely to the ideas
of others—even if you hold a very different opinion. Respond to differing points of view
respectfully. What you say (or don’t say) and how you say it are important. Remember,
people are precious, and they should not be denigrated even when their ideas seem don’t
make sense. Class is a place to grow as readers, writers, thinkers, and people.
Plagiarism:
The undocumented use of someone else’s words or ideas, professional or otherwise, in
composition is illegal and could result in loss of credit (for assignments or the course).
As some of you do not understand the concept, it will be addressed in this class.
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General grading policies:
 All assignments are required course work and will factor into your final grade.
 Your participation during class discussion and writing workshops will affect your
course grade.
 You must complete all formal essays to receive college credit.
 Essays will be evaluated using rubrics that incorporate course outcomes.
 To receive dual college credit you must meet prescribed benchmarks on the
Accuplacer Reading and Sentence Skills tests.
Grade Distribution:
Formative Assessment & Literary Analysis……………………………………….. (20%)
Formative Assignments: peer review: readings, discussions, and
assignments…………………………………………… (20%)
Final Drafts: summative Assessment………………………………………………... (60%)
Grade definitions:
“A” work demonstrates distinguished thinking throughout. The writing is articulate and
insightful, revealing an advanced conception of the assignment.
“A” work is superior, not very good or above average. “A” work meets all basic
requirements of any given assignment, and far exceeds expectations on every level.
“B” work is above average. It meets all the basic requirements and exceeds expectations
by showing insight and excellence on several levels
“C” work is satisfactory and competently written; it meets all the basic requirements of
any given assignment.
“D” work does not fully meet the basic requirements of a given assignment. It
demonstrates difficulty with the development of ideas, organization, content, or
coherence and/ or shows a general lack of understanding of the assignment.
“F” work does not meet assignment requirements on most levels. It shows an inability or
unwillingness to complete basic tasks or to follow assignment instructions. Plagiarized
work also falls into this category.
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WR 122 Course Timeline
Revised October, 2014
Essay Progression:
1.
2.
3.
4.
5.
“Beren & Luthien” Position Essay (Due Week 21)
“What Is Marriage?”/”What is Family?” Definition Essay (Weeks 25, 26)
Claim of Fact Essay (Due April 30)
Claim of Value Essay (Due May 17)
Claim of Policy Essay (Due June 3)
Course Content Progression: From Elements of Argument
Week 21: Understanding Argument + Understanding the Structure of Argument (1)
Week 22: Reading and Listening Critically (31)
Week 23: Reading Visual Texts Critically (61)
Week 24: Writing about Argument (80)
Week 25: Defining Key Terms (122)
Week 26: Planning and Researching an Argumentative Paper (431)
Week 27: Writing an Argumentative Paper (474)
Week 28: Defending Claims (157)
Week 29: Providing Support (211)
Week 30: Analyzing Warrants (272)
Week 29: Avoiding Flawed Logic (322)
Week 30: Choosing Fair and Precise Language (367)
Week 32: Presenting an Argument Orally (514)
Weeks 33-36: Multiple Viewpoints (Select one of the topics: 533-798):
~Claim of Policy
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