English 161 syllabus PDF

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English 161: Academic Writing II: Writing for Inquiry and Research Spring 2020 Instructor: Davis Brecheisen Office location: UH1920 E-mail: [email protected] Student drop-in hours: M/W 11-1 or by appointment.

CRN: 42683 Time and days class meets: M/W 9:30-10:45 Classroom: Stevenson 116

Student Learning Outcomes (SLOs) After completing English 161, students will be able to: 1. Conduct academic research drawing from multiple sources in multiple media. 2. Read texts in a variety of disciplines and genres, using critical reading strategies. 3. Defend a position in relation to the range of ideas surrounding a topic. 4. Construct a logically supported argument. 5. Demonstrate knowledge of writing as a process, including consideration of peer and instructor feedback, from initial draft to final revision. 6. Demonstrate sentence-level correctness. Course Description Building on the skills you learned in ENGL 160, this course is aimed at giving you a series of repeatable analytical tools that will help you write — and better understand — argumentative essays. We will begin our inquiry into argument by tracing some very old and some more recent intellectual debates about what it means to live in a society, in particular a democratic one. In texts ranging from Aristotle’s Ethics to NBC’s The Good Place, you will have the opportunity to consider the ethical and material grounds of your daily lives. Other texts will include writings by: Karl Marx, Friedrich Nietzsche, Martin Luther King Jr., and others. Using these texts as a starting point, you will be encouraged to pursue a line of inquiry in a field that interests you, whether that is political economy, bioethics, animal rights, citizenship, democracy, art, music, or pretty much anything else that catches your interest. Student Accountability It is your responsibility to read all of the information in this syllabus carefully and ask for clarification, if necessary. University, program, and course policies are not negotiable. By remaining enrolled in this course, you are implicitly agreeing to abide by these policies and accept the consequences if you violate them.

Name and Pronoun Policy If your name does not match the name on my course schedule (and my class roster), please let me know as soon as possible so I may adjust my records. My pronouns are he/him. If you would like to share your pronouns with me, I welcome that. For more information about pronouns, see this page: https://www.mypronouns.org/what-and-why. Course Texts and Resources There is one required text for this class, The Craft of Research. It is available in the UIC bookstore, online, and wherever fine books are sold. This text is required, and we will be referring to it in class. All other materials will be available via blackboard in pdf form or online. There are several good online writing resources. I have found the Purdue OWL site (https://owl.purdue.edu/owl/purdue_owl.html) particularly well organized and useful. Whatever you prefer, please find a style and grammar reference to use for the class. The UIC Writing Center, located in 105 Grant Hall, offers free one-on-one tutoring sessions for FYWP courses and help with any other academic or professional writing. Appointments can be scheduled for 30, 60, or 90 minutes. Face-to-face and online appointments are available, and students can drop by for tutoring without an appointment. To make an appointment, go to https://writingcenter.uic.edu/ or stop by in person. Assessment Midterm and Final Course Grades are based on the following scale. A=90% and above, B=80-89%, C=70-79%, D=60-69%, F=59% and below. Midterm grades will be posted for students to view as of Thursday of Week 9. Grading Breakdown:  Paper 1  Paper 2  Paper 3  Paper 4  Drafts and Participation

10% 20% 20% 30% 20%

Federal law (FERPA) prohibits me from disclosing or discussing grades over email. Come and see me during office hours or make an appointment if you want to talk about your work. For more information about FERPA, consult the UIC Office of the Registrar at https://ferpa.uic.edu/ Program Policies

First-Year Writing Program Add/Drop Policy Students enrolled in First-Year Writing courses may add, drop, or switch their FYW classes during the first week of each semester. After the first week, however, students may neither add nor switch classes.

First-Year Writing Program Attendance Policy Students are allowed four absences without penalty. Each additional absence will reduce a student’s final grade by one letter. For example, a student earning a B at the end of the semester with five absences will receive a C. Students who miss eight classes will fail the course. Students who are more than ten minutes late to class will be given one-half of an absence. Students who wish to observe their religious holidays will not be penalized for missing class, but they must notify the instructor within the first ten days of the semester of the day(s) they will be absent. The official UIC Senate Policy on religious holidays and schedule can be found here: http://oae.uic.edu/religious-calendar/. 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. In addition, a student who submits work for an FYW course that s/he has also submitted for other courses has plagiarized. Maintain your integrity when completing assignments and give credit where it is due. If you are ever unsure about what constitutes plagiarism, ask me. Students who are found to have plagiarized may be subject to various disciplinary actions, including a failing grade on a particular assignment or failure of the entire course; I may also file an incident report 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 https://dos.uic.edu/community-standards/academic-integrity/. Disability Accommodation Policy Students with disabilities who require accommodations for access to and/or participation in this course must be registered with the Disability Resource Center (DRC). Please contact the DRC at (312) 413-2183 or visit http://drc.uic.edu. The Disability Cultural Center is also a great resource. The Disability Cultural Center (DCC) was established as a new Center in the Spring of 2018 to continue engaging in cultural, social, and educational programming, and community outreach to advance understanding of the disability experience as a source of pride, knowledge, and artistic expression. The DCC is guided by the understanding that identity is multi-

dimensional, involving the intersections of disability, race, class, gender, sexuality, religious affiliation, and geographic location, among others. The Disability Cultural Center (DCC) is housed in the Behavioral Sciences Building (BSB), 1007 W. Harrison St., Room 235. Students are welcome to stop by between 9 a.m. and 5 p.m. Monday through Friday to visit and meet the staff and other students. The center is engaged in cultural programming and community outreach, joining the other Centers for Cultural Understanding and Social Change. Late Work Policy You may not be late with a paper without a medical (or equivalent) explanation. Unexcused late papers will be marked down by a grade for each late day. Drafting and Feedback Policy Each writing project requires a minimum of two drafts, and at least one of these drafts will receive instructor feedback prior to being graded. Classroom Conduct Policy The classroom exists to support student learning and writing and as such it should cultivate the habits of mind necessary for full commitment to a functioning democracy: a respect for facts and evidence, the ability to understand and craft reasoned and complex arguments, and the pursuit of honest, compassionate inquiry. While the classroom is a space of open and honest inquiry, it will not allow rhetoric that denigrates others based on any identity category, such as race, religion, gender expression, sexual orientation, immigration status, national origin, language, ethnicity, sex, ability status, class status, age, body type, or political party. Some readings and other content in this course will include topics that some students may find offensive and/or traumatizing. I’ll aim to forewarn students about potentially disturbing content and I ask all students to help to create an atmosphere of mutual respect and sensitivity so that the classroom can remain a space for critiquing and counteracting both individual and structural oppression in order to create a safer, more just university for all students. Technology Use Policy Laptops and tablets may be used in class for academic work only. Students using their phones will be assigned half of an absence for the day. Please keep cell phones in silent mode and refrain from conspicuously checking incoming calls or messages during class. If it is clear to me that you are not using electronic device for classroom purposes, it will negatively impact your participation grade.

Student Drop-In Hours Student drop-in hours is a time reserved for you! Tell me about your academic life at UIC. Come discuss the material presented in the course. Ask questions about your assignments. I am looking forward to connecting with you and supporting your academic success! Student Resources Link to student resources on FYWP website: http://engl.uic.edu/programs/first-year-writing-program/campus-resources/ Questions? Concerns? Contact Mark Bennett, Director of the First-Year Writing Program, at [email protected], call (312) 413-2249, or stop by UH 2001. CLASS SCHEDULE Week 1: Course Introductions Mon, 1/13 In class: Introductions / Understanding Readers. For Wed: Write two paragraphs on something you are an expert in. Identify potential readers. Who would be interested in what you have to say? What language in your writing signals that interest to them? Read “Materialist Theory of Writing” Wed, 1/15 In class: Paragraphs Part I. How can we index our ideas for our readers? For Wed: Read the selection from Michel Foucault’s Discipline and Punish and complete the two handouts. Week 2: Organization and Key Terms Mon, 1/20 No Class Wed, 1/22 In class: Sentence focus. How do we write sentences that appeal to our reader’s interests? For Mon: Read Karl Marx, “Estranged Labor” excerpt from the Economic and Philosophical Manuscripts and Craft of Research “Reasons and Evidence.” Annotate the essay, identifying the key terms and main points. Write a two-paragraph summary of the essay. Bring to class. Week 3: Argument I: Claims, Reasons, Evidence Mon, 1/27 In Class: Paragraphs Workshop: Focusing on Claims and Evidence. For Wed: Read Marx, “Estranged Labor” excerpt and Craft of Research, “Argument.” Write a two-paragraph summary of the essay. Bring to class.

Wed, 1/29 In Class: Argument Workshop: Reading and Writing Argument. For Mon: Read Craft of Research, “From Topics to Question.” Bring a list of 5 potential topics and questions you have about them. Write one to two sentences about why you are interested in researching each. Due Fri: Draft of Writing Project 1 Week 4: Choosing a Topic Mon, 2/3 In class: Research. What characteristics does a fruitful topic have? What are sources? Due Wed: Read Craft of Research, “From Question to a Problem.” Refine your potential research topics to 2-3. Write a few questions you have about each. Wed, 2/5 In Class: Library Session. Meet in Idea Commons. For Mon: Read Craft of Research, “From Problem to Sources.” Revise your research topic and find a list of 10 potential sources. Write down the argument of 4-5 of them and bring two of them to class. Week 5: From Topic to Question Mon, 2/10 In Class: What is a conceptual research problem? How can we refine our research question based on our readings? Wed, 2/12 In Class: Research day. Meet in Library. For Mon: Read Aristotle’s Nicomachean Ethics and watch a few episodes of The Good Place episodes “Trolley Problem,” and “The Book of Dougs” (or as much of it as you would like). If you don’t have access to Netflix, find another film, television, or show that raises ethical questions similar to Aristotle or similar to your project. Select one section of the Aristotle and write a one paragraph summary of the logic of the argument. Then, write a one paragraph summary of how the show (or art or whatever) relates to the argument. Due Friday  Draft Annotated Bibliography Week 6: Question to Problem Mon, 2/17 In Class: Entering the conversation and motivating readers. For Wed: Read: They Say, I Say “Introduction” and Craft of Research, “Making Good Arguments.” Bring a draft of your research proposal.

Wed, 2/19 In Class: Formulating research problems with significance. Due Friday  Final Writing Project One. Due at conference: Draft Research Proposal. Week 7: Individual Conferences Mon, 2/24 No class, conferences. Wed, 2/26 No class, conferences For Mon: Read: Craft of Research, “Making Claims” and “Assembling Reasons and Evidence” and “Federalist Paper No. 10.” Trace and diagram the argument. Bring your outline/diagram to class. Week 8: Rhetoric and Argument Mon, 3/2 In Class: We will dissect the argument to examine how the author anticipates and manages the reader’s objections. For Wed: Read: “Acknowledgments and Responses” and Martin Luther King Jr., “Letter from a Birmingham Jail.” Identify and note each of the main claims. Then, in your own words, summarize what you think the objection might be that King is responding to. Continue working on your research proposal and annotated bibliography. Wed, 3/4 In Class: Through our engagement with King and the Federalist Paper, we will explore the importance of having a reader in mind when writing. For Mon: Revise and bring to class your research proposal. Week 9: Building Significance (Consequences) Mon, 3/9 In Class: Workshop: How do we make claims in order to tell readers a story that is compelling? For Wed: Revise and bring to class your research proposal. Note any time you agree or disagree with another scholar or commonly held view. Pay particular attention to your introductory paragraph. Wed, 3/11 In Class: Workshop: How do we change or destabilize commonly held views? For Mon: Prepare your presentation. Your presentation should be about 5 minutes in length. It should include an overview of the topic and its significance (to you and also to your readers). To this end, it should clearly state not only your position but the position to which you are responding. In

a sense, you are establishing the grounds for your essay to your group. You should also talk about 1-2 sources that have been compelling and helped form your thinking on the subject. Due Friday: Final Research Proposal including revised annotated bibliography (writing projects 2 and 3 will be submitted together). Week 10: Small Group Research Presentations Mon, 3/16 In Class: Presentations. For Wed: Revise your project based on peer feedback. Begin drafting your paper. Wed, 3/18 In Class: Presentations For Mon (3/30): Revise based on peer feedback. Bring your 5-page draft to class. Due Fri: Draft of Final Writing Project (5 pages) Spring Break. No Class. Week 11: Drafting Paragraphs Mon, 3/30 In Class: Paragraphs, Putting it all together (claims and evidence, focus, and key terms) For Wed: Create a reverse outline and re-arrange the argument as needed based on peer and instructor feedback. The reverse outline should include the main claims (complete sentences) and evidence (Direct quotes and paraphrased). Using this outline, identify the main claim (thesis) of the essay. Bring this to class. Wed, 4/1 In Class: Workshop: Analyze and assess the main point or points of each paragraph and the overarching argument. For Mon: Revise your outline and draft in light of your discussions (no one’s outline should remain exactly the same as the first version). Revise and refine the paper’s main claim as a result of this activity and bring a revised 8 pages to class on Monday. Week 12: Problem Construction Mon, 4/6 In Class: Building significance for your readers. For Wed: Using your main claim, construct two different introductions for different readers – one reader who is mostly sympathetic to your argument and who doesn’t need much motivation and for another reader who is likely

to be very skeptical of your argument and who will need at least some problem construction (review stasis & destabilization notes). Wed, 4/8 In Class: Workshop: Motivating your reader. For Mon: Based on your discussion with your peers, pick one version of your introduction and revise it, integrating it into your paper. Due Friday: Completed Final Writing Project to Instructor Week 13: Individual Conferences Mon, 4/15 No class, individual conferences Wed, 4/15 No class, individual conferences For Mon: Begin Revising your essay. Additionally, highlight the words in your essay that show relationships between ideas. Week 14: Revision II Mon, 4/20 In Class: Workshop: Transitions and Showing Relationships. Due Wed: Continue revising your essay. Additionally, highlight the words in your essay that show agreement or disagreement. Wed, 4/22 Workshop: Editing for cueing language and integrating quotes. How do we use particular language and quotes in a way that helps tell our stories? In Class: Review the evaluation criteria for Final Writing Project and address final questions about research essays. Due Mon: Continue revising. Week 15: Wrap Up Mon, 4/27 In Class: Revision Workshop: Finishing touches. Wed, 4/29 In Class: Wrap up. Due May 8: Final Writing Project.

DESCRIPTION OF WRITING PROJECTS WRITING PROJECT ONE: SUMMARY Page Requirement: 3 pages (doubled spaced). Due Dates: Draft Due: Friday, January 31 Final Version Due: Friday, February 21 Task: For this assignment, you will be practicing the skills of summary and paraphrase as well as learning the art of argument. For this assignment, you will write a one-page summary of the Michel Foucault excerpt and a two-page summary of our Karly Marx excerpt. That summary should include not only the main claim of the essay, but evidence from the text. Student Learning Outcomes:  Demonstrate rhetorical awareness of reader.  Read using critical reading strategies.  Demonstrate knowledge of writing as a process, including consideration of peer and instructor feedback, from initial draft to final revision.  Demonstrate sentence-level correctness. Evaluation Criteria:  Excerpt is described clearly and concisely in your own words (no quotations).  Assignment contains a title block on the first page on the left-hand side and your name and page number on subsequent pages.  Overall length of assignment.  Appropriate use of grammar, syntax, and vocabulary.  Pages are stapled together. WRITING PROJECT TWO: ANNOTATED BIBLIOGRAPHY Page Requirement: 5 pages (doubled spaced). Due Dates: Draft Due: Friday, 2/12 Final Version Due: Friday, 3/13 Task:

Your task in this assignment is to uncover the patterns of ideas contained in the sources you have found through library research. What are the types of questions that these authors ask, how do they answer those questions, what kinds of evidence do they use, are there problems that remain unresolved in the existing research? You will summarize 5 sources. You first paragraph should provide your reader with a clear understanding of the author's topic, key words, and main claim. Your second paragraph should summarize how that claim is supported with evidence. Your third paragraph should assert and support a claim of value about the text as a possible resource in a Research Project. Remember to also include a properly formatted MLA Citation. Student Learning Outcomes:  Conduct academic research drawing from multiple sources in multiple media  Read texts in a variety of disciplines and genres, using critical reading strategies  Defend a position in relation to the range of ideas surrounding a topic  Construct a logically supported argument  Demonstrate knowledge of writing as a process, including c...