revised syllabus for Fall'05
วันนี้ขอแปะ ประมวลรายวิชา (course syllabus) ที่ผมเพิ่งร่างเสร็จ เพื่อใช้สอนปลายเดือนกันยานี้นะครับ อันนี้เป็น version ล่าสุดที่ทำเสร็จหมาดๆ อาจจะต้องแก้ไขอีกครับ ถ้ายังไงแล้วก็จะมาแปะอันที่ revise แล้วนะครับ
ENGLISH 281 (SECTION C)
INTERMEDIATE EXPOSITORY WRITING
Writing About Discourse
Class Schedule: Tues & Thurs 9:30-11:20 @ ARC 133
Office: Padelford A2J
Office hours: Tue and Thurs 11.30-12.30
This intermediate expository writing course is designed for students with previous college-level expository writing experience. The course offers students an opportunity to gain further practice in academic writing skills and critical thinking and reading skills. The central approach in this class is Discourse Analysisincluding rhetorical and stylistic analysisso that students are able to work with a wide variety of texts in a range of writing situations.
The goal of the course is for students to gain more comfort and ability as a college writer while gaining a greater awareness of the types of rhetorical strategies that are valued in various writing situations. The approach mentioned above offers them tools to become more astute writers, writers who understand how and why to make particular writing choices as they negotiate various writing situations.
This course will begin with a grammar textbook---Rhetorical Grammar by Martha Kolln. This text provides a new way of thinking about grammar and writing, while simultaneously introducing grammatical and rhetorical terms that students have to use in subsequent readings. Then, students will read a series of academic essays, alternating between readings which discuss the principles and theories of Discourse and Rhetorical Analysis (i.e. the method readings), and readings which apply such principles to analyzing texts (i.e. the application readings). The method readings discuss the how texts across the disciplines function and the questions students should ask, and find answers to, when they read a text. The application readings, serving as examples, demonstrate how other discourse analysts approach texts of different kinds.
Kolln, Martha. Rhetorical Grammar.
Course Packet (available at Ave Copy Center: 4242 University Avenue)
Students will be required to write continually and in several genres. For example, in response to the readings students will write reading response papers; to demonstrate mastery of the subject matter in the course there will be quizzes, announced in advance, on the previously assigned readings and on class discussions; to demonstrate a mastery of complex argumentative expository writing students will write and revise two substantial essays---the midterm and the final papers; and to practise giving feedbacks and comments on other students works, there will be peer review sessions. In all of this writing, what is important is that students strategically and rhetorically express intellectually complex ideas that matter.
Students are expected to demonstrate an ability to: work with complex ideas; take intellectual risks; use language and conventions rhetorically; adapt to different audiences, genres, and rhetorical purposes; consider counterarguments and make concessions to opposing viewpoints ; explore and evaluate texts thoughtfully and seriously; comprehensively revise their work and rethink their approaches to concepts and texts.
Classroom Participation, Peer Review, and Writing Conferences (10%)
Classroom discussion will be a daily and vital part of this class. In addition, each student is required to have 2 individual conferences with the instructor to discuss his/her written work during the semester---before and after midterm. Intellectually rigorous engagement during discussion is vital to this class's production of valuable knowledge. Insightful review of your peer's papers is equally valuable, as is prepared and thoughtful participation in the two student-teacher writing conferences. This grade will reflect these three elements. Participation in all these activities must not be done pro forma. It is not difficult to distinguish those who show enthusiasm, and those who just fake it.
Reading Response Papers (10%)
Reading response papers, typically once a week, are vital to fostering discussions in which each student contributes original, informed ideas about the text. Students are at liberty to chose which readings they would like to respond to in a week. These short papers will be graded on the thoroughness of their engagement with the text (in the form of a précis) and critical evaluation.
Members of the class will participate in a group presentation, in which they will present to the rest of the class the topic assigned for a particular day. The presentation is meant to give students an opportunity to be engaged in brainstorming, planning, and presenting their ideas in a formal setting. Grading criteria will be distributed as the course progresses.
Students will be given quizzes on the materials discussed in class. There will be four quizzes throughout the semester, two of which are in class, while the rest take-home.
Expository Essays (Midterm 30% and Final 30% )
The most substantial portion of writing in the class, these two expository essays ask students to make original, intellectually rigorous, and well-researched arguments relating to the reading and prominent themes in the course. These papers will be graded on the comprehensiveness of revision between drafts, the complexity of the argument, and the rhetorical use of language and conventions. One of the two essays will be an analysis of a given text, while the other will give students any choice of texts to analyse.
RESPECT FOR DIVERSITY OF ALL KINDS
-- in terms of race, ethnicity, age, sex and gender, sexual orientation, ability/disability, political and ideological belief, and so on -- is vital to creating a respectful, safe, and STIMULATING intellectual environment. These diversities and differences can be our most valuable asset as a class. Please respect the other members of this class so that everybody can be open and honest about who he/she is and what he/she think and believe. Should anyone have a disability that requires accommodations, please do not hesitate to inform the instructor right away for full participation in and access into this course.
Academic honesty involves properly citing other people's ideas and language in ones writing. While students are encouraged to cite extensively from the work of others, they must not fail to cite those ideas and language in their work properly, or else they have committed plagiarism. Summarizing someone elses work and not citing it is also plagiarism. Any works submitted to the instructor must be written exclusively for this class and by the person submitting it. In the unlikely event in which a student is found to have plagiarized any piece of writing in this class, his name will be reported to the Dean of Student Affairs for review. So, to put it simply, dont plagiarize.
Turning work in late seriously impedes a students ability to complete the required work of the course, and it causes problems for me as a teacher. Therefore, work submitted late will result in penalties which will affect the overall grade for the course. Students are responsible for the datelines of each assignment. Response papers for the readings within a week are always due on Thursday. As for the midterm and final essays, 0.5 will be subtracted, on a daily basis, from the final grade for an assignment which is turned in later than the due date. Unless in a dire circumstance, students cannot submit assignments via email. In case students miss class, it is their responsibility to get the hard copy to me on the due date. Also, they must find out from their classmates what they miss on that day.
If anyone has concerns about this course or about my role as an instructor, please come to see me during my office hours or email me as soon as possible. If I cannot resolve concerns to your satisfaction, contact the director of Expository Writing, Anis Barwarshi, at 543-2190 or at email@example.com. Alternatively available is the advisor of ENGL 281, Kimberlee Gillis-Bridges at firstname.lastname@example.org. If, after speaking with the Director of Expository Writing or Kimberlee Gillis-Bridges, a student still feels unsatisfied with their response, s/he may request to meet with Dick Dunn, English Department Chair, in Padelford Room A101, at 543-2690.
W A R N I N G!!!
If any of you should feel uncomfortable with the content of the course as described above, I would like to suggest that you check out other sections of English 281, the content of which might be of interest to you.
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