Summer 2001--ENGL A2E (section 001):
Reading, Writing and Thinking
in the Academic Community
Instructor: Sandra Jamieson
Peer tutor: Josefina Almonte
|Class meetings (week
1): Monday, Tuesday, Thursday, & Friday, 9:00-12:00
Location: 9:00-12:00, Embury 205; 1:30-4:00,
Mead Hall 011
Wednesday, July 4, 9:00-12:00 – LC 30
(week 2-5):. Monday, Tuesday,
Wednesday, & Thursday, 1:30-4:00
Location: Mon. & Wed.,
Embury 205; Tue. & Thurs., Mead Hall 011
Writing Center: Monday
evenings, individual meeting times to be scheduled
Office hours: Mon. 4:00-8:00;
Wed. 4:00-6:00. S.W. Bowne Hall 118.
x3499. Home: 908-757-1051 (please
call between 10am and 9pm only!).
E-mail addresses: <firstname.lastname@example.org>
This course is designed to provide students with a general introduction
to academic writing by focusing attention on the forms of writing required
for college and on the kinds of connections good students make between
classes. We will discuss what it means to write in the academy--how our
writing differs in purpose and form from other writing with which you may
be familiar, why it differs, and what consequences those differences have.
You will practice textual analysis, summary, comparison, synthesis writing,
and argumentation as part of that process. You will also learn academic
prewriting skills such as note-taking, idea generating, thesis writing,
and organization. In addition to working on your academic literacy, this
course is designed to increase your "civic literacy" by helping you to
connect what you learn in college with the world outside of college, drawing
on your experience, the internet, and on newspaper articles from The
New York Times. For both your course readings and the newspaper stories,
we will discuss the importance of background knowledge--and assumptions
made by the authors about the knowledge their reader's possess. As your
critical thinking skills strengthen, you will learn to generate specific
research questions and to see connections between disciplines. You will
also learn to read interactively, analyzing and evaluating what you read
rather than simply learning it.
Because students come to college with different levels of preparation,
we will work on issues oforganization, style, and developing & expanding
ideas--both in class in the context of our readings, and in conferences
and individual projects. Each student will help me to design an "Individual
Writing Program" (IWP) which will build on areas of strength and develop
two specific skills the student feels most concerned about. Each of you
will work on your program at your own pace with assistance from the PC
assigned to the class and the consultants at the Writing Center. You may
use exercises and computer programs, and you will be graded on that work
as part of the final portfolio for the course.
Finally, in this course you will learn how to make sophisticated use
of the personal computer you will be given in the Fall. This means that
you will leave the course knowing the basics of word processing and revision
on a computer. You will also know how to use electronic mail (e-mail) and
conduct academic Internet searches. Research shows that students using
word processors revise more thoroughly and write more drafts. My own research
indicates that students who communicate over e-mail learn to write more,
and to increase their writing fluency.
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 or refuse to participate, the workshop will not work, your colleagues
will suffer, and you will be marked as absent. Three unexplained absences
will result in your final grade being lowered by one letter;
You must participate in class. If you fail to share your ideas with your
fellow students you deprive them of an opportunity to learn, and that is
against the spirit of this class. Regardless of whether they agree with
the ideas you express, your peers are engaged in a dialogue about those
ideas as a result of your participation, and through such dialogue we learn;
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 (marked as
absent and reported to the director of EOS). Lack of respect ranges from
discriminating comments (homophobia, racism, sexism, etc.), to yawns, the
pulling of faces, drumming of fingers, asides to other members of the seminar,
and so on.
The purpose of this class is to help you become more accomplished writers,
thus I will grade your overall behavior as writers as well as individual
pieces of writing.
The final grade will be based upon the following:
Participation in in-class writer's workshops and tutorials and conferences
with me (attendance and preparation), oral presentations to the class,
class participation and small writing assignments;
The effort at improving your writing I see reflected in your drafts, meetings
with the peer tutor, writing center tutors, and myself; your homework,
and in-class writing assignments;
The extent that you actually strengthen your writing and thinking skills
demonstrated in revisions and your final portfolio of writing.
The Longman Writer's Companion by Chris Anson & Robert Schwegler
Photocopied readings (available from me)
Two folders for drafts, prewriting, notes, etc.
A manila folder for your final portfolio.
A notebook for class notes
A ring-binder to store the notes you take in my class and the vocabulary
Loose-leaf paper, a stapler, a highlighter pen.
A computer disk.
|What is true of all courses is especially
true of writing courses: you get as much out of them as you put into
them. Be prepared to flex the muscles of your mind this summer.
This course will provide an intellectual workout to get you in shape for
academic writing at Drew. Like all workouts, its effectiveness depends
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