English 2/Research
Writing, Section 003:
Spring
2009—Minegar
Instructor: Sarah Minegar -- Room: BC 18 – Time: MWF 9:00-10:15 am
Office: Sitterly House,
209 -- Phone: 973-805-8880 -- On-campus ext: 8880
Office Hours: TH 4:00-5:00, F 1:30-2:30 (or by appointment)
Email: sminegar (at)
drew.edu
Make
sure to REFRESH this page each time you visit!
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Course Description:
- English
2 is designed as a writing workshop where you will learn strategies for
writing academic papers, conducting and writing up research, and improving
your overall writing skills. The course will focus on academic
writing, beginning with what academic writers must do before they
write a research paper: you will learn how to use the Internet to build a
base of background knowledge on a new subject; how to develop in-depth
research questions based on a general knowledge of a subject; how to read
and annotate discipline-specific texts; how to evaluate, summarize,
synthesize, and analyze a range of different print and electronic
texts; how to analyze a topic/assignment and use all that you know
to respond to it; how to focus your knowledge and organize your ideas; and
how to focus a topic for research. You will select a research topic,
find sources, and practice the skills you learn in the course by compiling
an annotated bibliography and a comparison of sources. Next you will learn
how to refine your relationship with your audience and structure a piece
of writing accordingly. As you read the texts you have selected for your
research, you will practice summary, analysis, classification, synthesis,
and comparison by writing about that material. This will lead you to
the major component of the course: a 10-12 page thesis-driven research
paper. Finally, you will take the research you did for the paper and
refocus it for a different audience and purpose.
At each stage of the process you will learn how to evaluate your own writing and that of others, making you a more effective editor and writer. As you become more of an expert writer, you will learn how to understand the writings of others more fully: how to perceive their thesis, analyze the assumptions they make about their audience, and follow their overall patterns of organization.
Course Focus:
English 2 will focus on:
- Research Skills: As this is a research writing course, you will be expected to find a topic of interest, conduct original research, develop research questions, and formulate an argumentative thesis. The research portion of this course will give you the opportunity to expand and refine your library research skills using books, journals, web resources, primary documents, and online databases appropriate for college-level research papers. This course includes both a library and archives research component.
- Source Use and Engagement: This course will also give you an opportunity to practice using primary and secondary sources in order to develop and support theories and explore responses to them. This aspect of this course will strengthen your ability to correctly and ethically use ideas and information gathered through research, and indicate that use so others may build on your research.
- Academic Writing Skills: The writing portion of this course will entail prewriting, drafting, peer review, reflective writing, editing and revision activities—all of which are to be completed in preparation for your writing portfolio. This course aims to increase the flexibility of your writing by providing strategies to help you generate, expand, organize, and draft ideas and information into effective papers. This course will also help you develop your awareness/accommodation of various audiences, academic and otherwise.
Texts and Supplies:
- Anson,
Chris M., Robert A. Schwegler, and Marcia F. Muth. The Longman Writer’s
Companion. Second Custom Edition for
- A collegiate dictionary.
- Two good online dictionary sources include: The Oxford English Dictionary (OED), found on Drew’s electronic resources page-- http://www.drew.edu/depts/library/er-subject.aspx?category=E-Reference%20Books and the Merriam-Webster abridged dictionary, found at-- www.m-w.com.
- Your notebook computer, a LAN card & cable and a LAN account (and password).
- A computer disk to backup your work for this class.
- Brightly colored pens for peer workshops.
A seminar is only as strong as its laziest member, so it is essential that each member of the seminar accepts her or his responsibility to the other members. Thus:
- You will be expected to attend every class
prepared to participate and share your ideas and writing with your writing
colleagues. If you are unprepared, the workshop will not work, your
colleagues will suffer, and you will be marked as absent. Two
unexcused (i.e. undocumented) absences will result in your final grade
being lowered by one letter. As a responsible and conscientious
student, you will also be expected to arrive to class on time.
Habitual tardiness is unacceptable. Three late arrivals will be
counted as one unexcused absence. [Remember, we only meet 12 times this
semester]
- You must come to each
class prepared to write, to share your drafts with others, and to revise
what you have already written. This means you must work steadily
both in class and on your own. As this is a writing course, we will
do a lot of writing, both in class and at home—you should plan to spend at least two hours
outside of class for every hour in class. I expect your informed
and thoughtful participation in our class discussions, and that you come
to each class prepared and ready to contribute.
- You
must respect your fellow writers.
This means that you must take them and their ideas and writing seriously
and comment constructively with sensitivity to their feelings.
Failure to do this will result in a collapse of the trust necessary for a
workshop and you will be asked to leave (and marked as absent). Lack
of respect ranges from discriminating comments (homophobia, racism,
sexism, etc.), to yawns, the pulling of faces, drumming fingers, laughter,
asides to other members of the seminar, and so on.
Classroom Protocol:
- Classes will be spent writing, workshopping or discussing writing, writing assignments and examples of writing produced by writers from a variety of discourse situations, including this class. We will be doing a large amount of writing, both inside and outside of class. Regardless of the class format on any given day, you will be expected to be prepared, to listen, and to participate in an appropriate fashion. * Off-task reading, writing, instant messaging, texting, or talking during class time will not be tolerated. It is your responsibility to learn how to post an away message so that you will receive no distracting instant messages during class time.
The grades for this course are assigned on the basis of the distance each writer travels during the semester in addition to the place each person has reached by the end of the course. Specifically, grades will be based on the following:
(20%) Class participation (class discussions, email assignments, attendance, writer’s workshops,
and conferences among other things)
(60%) Application of the material covered in the
class. This will be determined from
the portfolio you will compile. The grade for the portfolio will be divided as
follows:
(40%) Final
Product (your finalized research paper)
(20%) Process (how your paper got there)
(10%)
Archives Project
(10%)
Annotated Bibliography
*NOTE* You must receive a passing
grade on the final paper to pass the course.
A ......Excellent ..............4.00
A-......Excellent ..............3.67
B+.....Good ....................3.33
B ......Good ....................3.00
B-......Good ....................2.67
C+.....Satisfactory ..........2.33
C.......Satisfactory ..........2.00
C- .....Satisfactory ..........1.67
D+.....Marginal................1.33
D.......Marginal................1.00
D- .....Marginal................0.67
U.......Unsatisfactory.......0.00
NC…..No credit ..............0.00
- Plagiarism:
Students are expected at all times to follow the rules for source use described in the “Drew University College of Liberal Arts Standards of Academic Integrity” document available in The Longman Writer’s Companion, on line at http://www.depts.drew.edu/composition/Integrity.htm, and in printed form at the office of the Dean of the College, BC 110. Students found to be in violation of these standards by the Committee on Academic Integrity will fail the course, regardless of other penalties levied by that committee.
- Academic Accommodations:
Requests for academic accommodations must be formally filed with the Office of Educational Services. It is the student's responsibility to self-identify with the Office of Educational Services. To schedule an appointment, call x3327 or stop by BC 114. Please note that there are no retroactive accommodations.
** You
are accountable for all University, Departmental, Writing Program and class
policies, whether you have read them or not.
- Major Writing Assignments:
Research Topic Proposal
Research Paper: three drafts
Annotated Bibliography > Writing Assignments Link
Archives Project/ Presentation
Writing Portfolio
- Other Course Assignments:
-
Student conferences
-
Library sessions
-
Small email assignments
-
Short reading assignments
- Peer review sessions
- Conferences:
Scheduled conferences are times in
which you will meet with me individually, outside of (or in lieu of)
class. These conferences will generally
last between ten and fifteen minutes, and are times for you and me to privately
discuss your writing, your concerns, and your improvement among other
things. Missing a
conference counts as an absence. CONFERENCE SCHEUDLE PAGE
- Library Sessions:
During week two, a
- Peer Review Sessions (Peer Workshops):
Peer workshops are graded in-class activities. During these sessions, you will work with a partner to review completed drafts of each of your respective papers. You will be provided with a peer workshop worksheet, designed specifically for the draft you are discussing. A completed draft, as a general rule, is a draft of your paper that you would have been ready to turn in for a grade, had the assignment been due. You want to make sure you and your partner have something substantial to work with and discuss. MISSED PEER WORKSHOP (<click here)
All assignments are due via email by the designated date/time given in the semester schedule. Assignments are not always due on class days, so make sure to check due dates carefully. When you turn in your email assignments, please write the title of the assignment in the subject line of your email.
NOTE
"Technology
issues" are not an excusable reason for not turning in assignments. E-mail
assignments are for your convenience, and should not impede your ability to
complete an activity. If your computer or email account are giving you
troubles, you are responsible for making alternative arrangements (i.e.
borrowing a friend's computer, getting a loaner computer, saving to the K
drive, saving to your flash drive, emailing yourself your assignments, using a
secondary email account, pasting/typing assignments directly into an email
(instead of attaching them), printing assignments, or even hand writing
assignments). Contact CNS promptly, if you have problems with your Drew
account. http://depts.drew.edu/cns/
If absolutely necessary, you may turn in hard
copies of your work during class, but you should then email me
your work as soon as you are able to.
If you plan to leave an assignment outside of my office, you must secure your paper in a sealed manila envelope. The envelope should have my name, your name, the course and section number, and date written neatly on the front. If you leave something at my office, email me to let me know. I will reply to let you know I have received it. *Remember- my email address is sminegar@drew.edu
--Instructions for turning your
portfolio > here.
I generally do not accept late
work. Exceptions will be handled on a case-by-case basis. You must
provide me with some sort of official documentation (i.e. doctor’s note,
funeral notice) in order for me to consider waving the penalties for a late
assignment. You may request an extension
on assignments (excepting your portfolio) provided you have a special
circumstance (excluding technical difficulties) which prevents you from
submitting the assignment on time. If the situation is of a persistent
nature or otherwise severely impacts your ability to perform in the course, I
heartily recommend contacting Dean Lawler informing her of the situation; she
is in a position to mediate formal arrangements that I cannot as an
instructor. Special Note: Extensions requested on the due
date will not be granted.
* It is important to keep me informed when issues arise
that may cause you to get behind on work.
- Format:
For the purposes of this course,
we will be using the MLA style of documentation for all of our formal written
assignments. The MLA guidelines can be found in your Longman Writer’s
Companion (201-240) and
also at http://owl.english.purdue.edu/owl/resource/557/01/ .
- Accessing the Network:
To access the course when logged into the network, open up “My Computer,” on the “K drive” (SP2009 on ‘causeway_P\courses’), then open the course number and your name.
* (k) drive info page: http://www.depts.drew.edu/its/docs/network/drives/kdrive/
If you are:
On campus- file:////k:/
Off campus: https://netstorage.drew.edu/oneNet/NetStorage/DriveK@SP2009
-- KEEP ALL OF YOUR WRITING FOR THIS COURSE, including in-class and out-of-class working notes, drafts, revisions, final drafts, workshop responses, and freewriting. * Rename each draft to avoid confusion or losing data.
-- TECHNOLOGY will be an integral part of our writing course. The majority of your writing assignments, drafts, and response papers will be turned in electronically. It is your responsibility to check your campus email and the course website regularly for updates and class announcements.
-- SAVE-SAVE-SAVE
As preventative measure against “technology malfunctions,” such as computer crashes or destroyed flash memory drives, you are responsible for making backups and saving on the LAN. It could be disastrous for your grade if you cannot produce evidence of your work at semester’s end. If you save your work to the network, the network is backed up on a tape every day, making it virtually impossible to lose your work, even if your personal computer crashes. Backup disks also help prevent a lost paper panic attack. So do emailed attachments of your work in progress.
Class Cancellations:
·
Snow
Closing
The
·
Other
If in case of extreme emergency I am forced to cancel a class for reasons other than the University closing, I will make every possible effort to make sure you are notified via e-mail before that class.
*NOTE* The semester schedule is subject to change. The schedule will be updated weekly at the very least. It is a good idea to check for updates nightly. Please realize that the online schedule is for your convenience only, it does not diminish your student responsibilities. You are responsible for those assignments given in class, which are not yet recorded on the online semester schedule.
As a rule, assignments are DUE the
specific date given on the syllabus (or as instructed by me in class). If class
is canceled due to snow or inclement weather, assignments will generally be due
via email.
Week Finder (return to menu)
|Week 1| Week 2| Week 3| Week 4| Week 5| Week 6| Week 7| Week 8|
* I will not be holding
office hours this Friday (Jan. 30, 2009).
I will still be in the office on Thursday, if you plan to stop in.
Tues.-
Jan. 27: Welcome. Course introduction, syllabus,
Source Use Activity. Summary assignment introduced.
Homework: Carefully, read the syllabus and explore the course website. Read
Longman 1-5. “Summary, Paraphrase, and Synthesizing” 147-150.
Read about summary writing, paraphrase, and citing sources.
Check out Research 101. Write
a summary
of Drew’s Standards of Academic Integrity (these
standards are also found in print in the front of your Longman book). Bring a copy of your summary to class
Thursday.
* Begin brainstorming potential topics for your research paper. - Make a list of 4 to 6 potential research
paper topics. Then for each topic, jot
down 2 or 3 reasons you’re considering the topic. Keep in mind that for this assignment your
research paper will need to have an argumentative
thesis and thus your proposed topics will need to be “argumentative”
(not necessarily controversial) in nature.
Email me your potentials and your corresponding reasons by 5:00 pm,
Wednesday, Jan. 28, 2009. Please put
the title of the assignment in the subject line of your email (e.g. potential
research topics). If you are having
trouble coming up with topic ideas, you may want to try some of these Brainstorming Activities
Th.-
Jan. 29: Discussion: What is effective research writing? * Review Drew’s polices of Academic integrity. Discussion:
Effective Summary and Paraphrase.
Paraphrase activity.
Homework: Read Longman “Reading Critically”
50-54, “Academic Writing: General Education” 93-104 and “Avoiding Plagiarism
and Integrating Sources” 180-195. Get acquainted with the first writing
assignment-- draft one (background synthesis). Write one topic proposal for two of the topics you are seriously considering. Email me your preliminary topic proposal by 5:00, Sunday, Feb. 1, 2009 (If you need a bit more time, please get your preliminary
topic proposal to me by Monday, Feb. 2, at 5:00…but
please no later.)
For
Tuesday, please write a short response (a page or so) that…
1) describes your
experience as a research-writer. If you already took a writing class at Drew
(such as ENGL 4), or at another college, please briefly describe the experience
and what you gained from the class. If you took a class in highschool
that was research-heavy, please do the same thing. If this is your first
serious research-writing class, tell me so. Either way, tell me what you feel
about research writing--negative or positive, or both.
2) Finally, please describe two
aspects of your writing that you consider to be your strengths, and two that
you would like to have strengthened by the end of this semester. Please email
this to me by Tuesday evening.
* FINALIZE YOUR TOPIC CHOICE AND BEGIN WORKING ON DRAFT ONE.
Tues. Feb. 3: Bring laptop to class. *
Bring your network cable too, in case the wireless is down. Library Session 1. Research Writing-
Writer Response due this evening via email.
Homework: Read about thesis.
Read Longman “Discovering and Planning” 5-10, “Purpose, Thesis, and Audience”
11- 17, “Drafting” 17-20. Read synthesis writing. Finalize your
topic choice and begin working on draft one of your paper (background
synthesis). This draft is due this
Friday. Background Synthesis Checklist
Thurs. Feb. 5: Bring laptop to class.
* Bring
your network cable too, in case the wireless is down. Library Session 2.
Homework: Read Longman pages 165, and “Web and Internet Resources” 166-175. Read about writing an effective introduction.
Check
out Evaluating Sources of Information, Five Criteria for Evaluating Internet Sources,
or Evaluating Sources.
Complete the Internet Sources Activity. (< click) Email me your source evaluations by 5:00 pm, Sunday, Feb. 8, 2009 [or anytime before…Monday at the very latest].
Fri- Feb. 6: Email draft one
(background synthesis) of your paper to me by 5:00 tonight. Start thinking about your Archives visit/project, if you
have not.
!! CONFERENCES WITH
THIS WEEK. A MISSED CONFERENCE
COUNTS AS AN ABSENCE !!
* Office hours for this week are extended. Th. 4:00-5:00, F 1:30- 4:00
Tues. Feb. 10: Bring laptop to class. Discussion: Making an Argument &
Creating Research Questions. *
Discuss: Primary & Secondary Sources. Review: Informational vs.
Argumentative Sources/ & Media vs. Scholarly Sources.
Homework: Read Longman “Paragraphs” 30-39” and be familiar with “Commas” 423-431.
Read Longman “Arguing Persuasively” 55-67.
Read through argumentative writing—this website is very
helpful. * Read thesis and research questions. * Continue your research. Begin
working on your topic preliminary bibliography assignment. This will
involve expanding your working bibliography.
Thurs. Feb. 12: Discuss
Audience. Discuss Annotated
Bibliography Assignment. Discuss
Archives Project more in-depth & example document analysis.
Homework:
Continue
Researching. Prepare a working
introduction and thesis and email it to me by 5:00 (Monday at the latest). It may be a good start
working on your annotated bibliography as well.
Friday.
Feb. 13: Preliminary Bibliography due this evening.
Tues. Feb. 17: Bring laptop to class.
Discussion: Writing an Effective Introduction
and Writing an Effective Argumentative Thesis. Come prepared with a working
argumentative thesis. Creating an outline from your thesis. Review Introductions.
Homework:
Read writing analyses. Read
Longman “Reasoning Critically’ 45- 50, “Reading Critically” 50-54, and “Arguing
Persuasively” 54- 67. Read about word choice in your own writing and about writing effective transitions. Continue working on your
paper. Prepare a half draft for Thursday’s peer review. It may be a good start working on your
annotated bibliography as well.
Thurs. Feb 19: Discussion:
Integrating Sources (and avoiding Patchwriting). Peer Review Day.
Homework:
Continue
working on your paper. * Archives Project presentations
begin next week.
Fri. Feb 20: Email Draft 2- Partial
Draft of your paper to me by 5:00 this evening. *Email me five annotated bibliography
entries tonight (this is a test run….you may have until Sunday at 5:00, if
you need it.)
!! CONFERENCES WITH
THIS WEEK. A MISSED CONFERENCE
COUNTS AS AN ABSENCE !!
* Office hour for this week are extended. Th. 4:00-6:00, F 1:30- 4:30
—Conference Schedule —Archives Presentation Schedule (scroll down)
Tues. Feb. 24: Archives Presentations today.
Homework:
* Continue
working on your paper. Get kicking on
your annotated bibliography as well.
Thurs. Feb. 26: Archives Presentations today.
Homework: Continue working on your paper and annotated
bibliography.
For Next class: Bring a nearly complete draft of your research
paper (this can be electronic) and the three sources you relied on most.
(Have your electronic sources ready on your desktop and/or have your print
sources handy.) It will be helpful if you can find the passages you
referenced in your paper, in your actual sources, ahead of time (just for your
three most used sources).
Fri. Feb. 27: Draft 3- full draft (or nearly full draft) due this evening. Make sure you have at least 7 or 8 pages for
me to look at/ give feedback on. (I will
not be able to look at drafts during spring break.)
No office this hours Friday. I
will still have my regular Thursday hours this week.
Tues. March 3: Bring laptop to class. Portfolio Review Day (Source Use) Bring a nearly complete draft of your research paper (this can be electronic) and the three sources you relied on most. (Have your electronic sources ready on your desktop and/or have your print sources handy.)
Homework:
Prepare a full
draft of your paper for Thursday’s peer review.
Read through Logic in Argumentative Writing. Read Logical Fallacies and then evaluate your own
arguments with these in mind.
Thurs. March 5: LAST CLASS. Bring draft 3- full draft to class. Peer Review Day.
Homework: * Continue tweaking your paper. Prepare your portfolio.
Spring Break: March 9-13. Use this time wisely. Portfolios are DUE
next week!!
Tues. March 17: Portfolio
due by 5:00 pm today.
Homework:
Enjoy the rest
of your semester!
Congratulations on completing
English 2!
Best wishes to you in all
of your future endeavors!
-Sarah
Sarah E. Minegar,
2007-2009