WCA Syllabus 2017 Flipbook

Lincoln University
English 82A – Written Communication I
Course Syllabus

Course: Written Communication I
Department and number: English 82A
Prerequisites/Co-requisites: None
Semester: Fall 2017 – Thursdays, 9:00-11:45
Credit: 3 units, 45 lecture hours

Instructor: Dr. Sylvia Y. Schoemaker Rippel
Office hours and location: T, Th 11:45-12:30 and by arrangement, room 308
Office Phone: 510-628-8036
University instructor email: sysr@lincolnuca.edu
Course-related email for the semester: profsylvia@gmail.com

Course Description
(Current University Catalog Description)
Eng. 82A & 82B – Written Communication I & II

First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)

Objectives
Students will develop their writing skills for academic, professional, and socio-cultural purposes, in mode-centered essay writing. Students will learn editing, documentation skills, use of pre, during, and post writing strategies, topic mapping and other resources
Students will demonstrate written communication skills in writing and presenting their essays for personal, peer and instructor evaluation based on established rubrics, including competencies in planning, drafting, editing, and documentation skills.

Learning Outcomes and Assessment Activities
Course Learning Outcome
Successful students are able to:
Assessment Activities
As demonstrated by successful completion of or participation in:
1
Demonstrate progressive development of writing skills for academic, professional, and socio-cultural purposes, using skillful application of critical and creative thinking strategies in the pre, during, and post writing process
Completed written work, demonstrating communicative competencies in content, form, style, grammar, mechanics
Oral presentations
Class discussion
Peer evaluation
ePortfolio
Instructor evaluation
2
Appropriately use topic specification, writing planning, researching, design, development, editing, and documentation
Mode-centered, audience-oriented, well-executed grammatically and stylistically, punctually presented writing in assigned weekly homework and course essay writing
3
Apply topic mapping and other writing development resources
Completed written work
4
Demonstrate written communication skills in writing and presenting essays for personal, peer and instructor evaluation
Completed written work
Peer evaluation
Instructor evaluation
5
Compose well-organized written communications suitable for personal, academic, and professional purposes
Assigned essays
Completed written work
Peer evaluation
Instructor evaluation

Instructional Materials and References
Required Text:
VanderMey, R., Meyer, V., Van Rys, J. & Sebranek, P. (2015). The college writer: A guide to thinking, writing, and researching (5th ed.). Boston: Houghton Mifflin. ·
(ISBN-10: 1285437950 ISBN-13: 9781285437958)

Recommended texts and other resources:

Writer’s handbook, online guides and reference tools (to be announced)

Student text site:
http://college.cengage.com/english/vandermey/college_writer/1e/students/index.html

Instructional Methodology
The course sessions will include lectures, A/V-augmented presentations (text-based and other topically related slides and relevant audio/video/web resources), written and oral classroom exercises and readings applying course concepts, small group and classroom discussions, student presentations of individual and group assignments based on course units, with emphasis on student engagement in learning by doing.

Student Responsibilities
Students are expected to consistently attend class punctually and fully (arriving on time and leaving the classroom only at the scheduled break and end times). Successful students participate in individual and group work in a productive manner, prepare and perform well on tests, complete assignments according to schedule and at a level appropriate to university rubrics, and take personal responsibility for meeting the objectives of the course.
Topical Outline
English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in descriptive, narrative, analytical, and persuasive rhetorical contexts. Student and professional writing models will be used throughout the units.

Homework Assignments
Students will complete three essays: descriptive/reflective, informative, and persuasive. In addition, for each of the course assignments, students will do the following:
· Read and reflect on assigned units as outlined on the course schedule.
· Review and respond to the assignments in writing (a brief paragraph or two). In your response, outline the key questions and answers generated by your reading and reflection.
· Email your assignments to me at profsylvia@gmail.com.
Midterm and final review ePortfolio/PowerPoint presentations will be based on your course work.

Schedule

Session #
Date
Unit
1
24-Aug
1 Intro Assignments and readings are from The College Writer (TCW) — Each chapter contains an Intro, an Overview, Guidelines, Example Readings, and Writing Checklist/Activities) Selected Model readings will be given in class.
2
31-Aug
I. A Rhetoric: College Student’s Guide to Writing Brief Overview Chapters I. Reading, Thinking, Viewing, and Writing 1. Critical Thinking The Writing Process 2. Beginning the Writing Process 3. Planning
3
7-Sep
4. Drafting 5. Revising 6. Editing and Proofreading 7. Submitting, Writing, and Creating Portfolios The College Essay 8. One Writer’s Process 9. Forms of College Writing 10. Narration, Description, and Reflection
4
14-Sep
Unit I (Narrative, Descriptive, and Reflective Writing) Paper Due — Review & Presentations
5
21-Sep
Unit II — Analytical Writing 11. Cause and Effect.
Strategies for Cause-Effect Essays. Sample Cause-Effect Essays.
6
28-Sep
12. Comparison and Contrast. Strategies for Comparison-Contrast Essays. Sample Comparison-Contrast Essays.
7
5-Oct
13. Classification.
Strategies for Classification Essays. Sample Classification Essays.
14. Process. Strategies for Process Essays. Sample Process Essays.
Review ePortfolio/PPt I due
8
8-Oct
Midterm
9
12-Oct
15. Definition.
Strategies for Definition Essays. Sample Definition Essays.
10
26-Oct
16. Reading Literature: A Case Study in Analysis.
Strategies for Analyzing Literature and the Arts. Approaches to Literary Analysis.
11
2-Nov
Unit II (Analytical Writing ) Paper Due Unit III Persuasive Writing 17. Strategies for Argumentation and Persuasion.
12
9 Nov
18.Taking a Position
19. Persuading Readers to Act
13
16-Nov
20. Proposing a Solution

23-Nov
Fall Recess (Nov 21-25)
14
30-Nov
C21 Taking Essay Exams
Unit III (Persuasive Writing) Paper Due –Presentations
Review ePortfolio/PPt II due
15
7-Dec
Final

Assessment Criteria & Method of Evaluating Students
Students will demonstrate their level of proficiency and achievement through appropriate and accurate application of written communication theory and skills. Assessments of improved competence in writing descriptive, narrative, informative, and persuasive essays and personal and peer evaluations and reflections are fundamental to the grades attained.

Items
Points
Class Work: oral and written exercises
20
Midterm
25
E-Portfolio I, II
10
Presentations
10
Final exam
35
Total
100

Points
Grade
100-95
A
94-90
A-
89-87
B+
86-84
B
83-80
B-
79-77
C+
76-74
C
73-70
C-
69-65
D+
64-60
D
59 or less
F

Please note:
Revisions to the schedule will be announced in class as needed. Class attendance is required. Required textbooks must be obtained as soon as possible and brought to class for each session. Class participation is required for enhanced learning through applied content, group interactions, and individual and small group presentations. Plagiarized content is strictly prohibited: Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example. Missed exams and assignments require certified excuses (signed documentation by an appropriate medical or other official representative). With documentation, a makeup exam may be scheduled. Electronics are not allowed during exams. Cell phones should not be active during class sessions.

Revised: 8/2017

 03 –Unit I: Narrative Writing

03 –Unit I: Narrative Writing

4. Drafting
5. Revising
6. Editing and Proofreading
7. Submitting, Writing, and Creating Portfolios
The College Essay
8. One Writer’s Process

Intro Video:

http://wcamatters.blogspot.com/2017/01/narrativedescriptive-essay-writing.html

Topics: http://wcamatters.blogspot.com/search/label/Topics


Chapter 9. Forms of College Writing



Narrative Essay Writing

[Narration+and++++Description++++Topics.png]

Narrative Essays

As a mode of expository writing, the narrative approach, more than any other, offers writers a chance to think and write about themselves. We all have experiences lodged in our memories which are worthy of sharing with readers. Yet sometimes they are so fused with other memories that a lot of the time spent in writing narrative is in the prewriting stage.

In this stage, writers first need to select an incident worthy of writing about and, second, to find relevance in that incident. To do this, writers might ask themselves what about the incident provided new insights or awareness. Finally, writers must dredge up details which will make the incident real for readers.

PRINCIPLES OF WRITING NARRATIVE ESSAYS

Once an incident is chosen, the writer should keep three principles in mind.

    1. Remember to involve readers in the story. It is much more interesting to actually recreate an incident for readers than to simply tell about it.
  • Find a generalization which the story supports. This is the only way the writer’s personal experience will take on meaning for readers. This generalization does not have to encompass humanity as a whole; it can concern the writer, men, women, or children of various ages and backgrounds.
  • Remember that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story.

CONVENTIONS OF NARRATIVE ESSAYS

In writing your narrative essay, keep the following conventions in mind.

    • Narratives are generally written in the first person, that is, using “I.” However, third person (“he,” “she,” or “it”) can also be used.
  • Narratives rely on concrete, sensory details to convey their point. These details should create a unified, forceful effect, a dominant impression.
  • Narratives, as stories, should include these story conventions: a plot, including setting and characters; a climax; and an ending.

Rhetorical Functions

KWs:

Posts List – TITLE

 

Higher Order Concerns (HOCs) and Lower Order Concerns (LOCs)

When you are revising your papers, not every element of your work should have equal priority. The most important parts of your paper, often called “Higher Order Concerns (HOCs),” are the “big picture” elements such as thesis or focus, audience and purpose, organization, and development. After you have addressed these important elements, you can then turn your attention to the “Lower Order Concerns (LOCs),” such as sentence structure and grammar.
Keep in mind, however, that moving between HOCs and LOCs might be a natural process for you. Experienced writers may begin with HOCs and dip into the LOCs as they revise. Inexperienced writers may revise systematically through the HOCs and then the LOCs. In addition, LOCs, such as punctuation and spelling, may affect HOCs. For example, if the first sentence of your introductory paragraph is riddled with punctuation and spelling errors, readers may not move far enough into your work to get to your thesis statement. In these cases, you should address LOCs first.

Some HOCs

Thesis or focus:
  • Does the paper have a central thesis?
  • Can you, if asked, offer a one-sentence explanation or summary of what the paper is about?
  • Ask someone to read the first paragraph or two and tell you what he or she thinks the paper will discuss.
Audience and purpose:
  • Do you have an appropriate audience in mind? Can you describe them?
  • Do you have a clear purpose for the paper? What is it intended to do or accomplish?
  • Why would someone want to read this paper?
  • Does the purpose match the assignment?
Organization:
  • Does the paper progress in an organized, logical way?
  • Go through the paper and jot down notes on the topics of the various paragraphs. Look at this list and see if you can think of a better organization.
  • Make a brief outline. Does the organization make sense? Should any part be moved to another part?
  • Ask someone to read the paper. At the end of each paragraph, ask the person to forecast where the paper is headed. If the paper goes in a direction other than the one forecasted by the reader, is there a good reason, or do you need to rewrite something there?
Development:
  • Are there places in the paper where more details, examples, or specifics are needed?
  • Do any paragraphs seem much shorter and in need of more material than others? (For more help, see our handout on paragraphing.)
  • Ask someone to read the paper and comment if something is unclear and needs more description, explanation, or support.

Some LOCs

Sentence structure, punctuation, word choice, spelling
  • Are there a few problems that frequently occur? Keep a list of problems that recur and check for those.
  • Read the paper aloud watching and listening for anything that sounds incorrect.
  • Ask yourself why you put punctuation marks in certain places. Do you need to check any punctuation rules? (For more help see our handouts on punctuation.)
  • For possible spelling errors, proofread backwards, from the end of a line to the beginning.

Contents

CONTENTS

 

Uncle Sam and Aunt Samantha Rhetorical Analysis Outline and Review

Uncle Sam and Aunt Samantha
Rhetorical Analysis Outline



  1. Thesis Statement: Anna Quindlen is effective in using a variety of rhetorical appeals, statistics, and a strong tone to convince Americans that women should be included in the draft

  2. 1. Mention appeals used
      2.Details about ethos
a. Fairness
  1. Family
  2. Vietnam Comparison
      3. Pathos
  1. Afghan Women
  2. Paragraph 13
  3. Connotation w/ “creaky old ways”
(Trans. “in addition to pathos and ethos, Anna Quindlen also uses logical appeals to convince readers.”)
III. Statistics (logos)
        1. Opens with a list of facts, then asks “whats wrong with this picture?”
  1. Immediately gets reader questioning the current state of affairs
      2. 40,000 (p 9 and 10 about affairs)
a. .   Big number
b.   Obvious victory for U.S. Army
c.   Logic of “if it worked for this many then, why not more, now?”
IV. Tone-Strong
1.   Sure of her claim
a..   “Mockery…”
b.   “Only possible solution”
c.   Diction- mix of med./high- accessible
-helps create strong tone
V. Conclusion

1. As one can see, Anna Quindlin is effective in “Uncle Sam and Aunt Samantha.” Her use of logical appeals and statistics is the most convincing aspect of her argument.

Review

In the article “Uncle Sam and Aunt Samantha  Anna Quindlen argues that women should be drafted in to the military in a national crisis. Mrs. Quindlen states, “One out of every five recruits in the United States Military is female.  Women have been honored as well as killed in combat situations and the numbers grow and the military is still successful. A poll done ten years ago shows that half of America supports women registering for the draft. Many men do not want to go to war but in a free and equal country all should be involved with a war effort, even women. Many women are entering the military under their own freewill but the Selective Service only requires men from the ages of eighteen through twenty-five to register for the draft. Mrs. Quindlen is correct in saying that women as well as men should be required to register for the draft.
Mrs. Quindlen is valid when she says, “Women have managed to serve in military positions without destroying unit cohesion or failing because of upper-body strength.  Women have served in combat situations like the Balkans and the Middle East. Women have been able to out-rank men and fly fighter jets to take out Afghanistan targets without male soldiers becoming jealous or lustful. Women are capable of the same tasks as their male counter parts. It seems that men of no objection to having superior women officers and there should be no question whether or not women can do the job. It is letting women take the chance to fight for the country in a time of crisis just like men.
Mrs. Quindlen is valid in stating that it makes a “mockery  of the nation to only let men register and not women. It is degrading of women to say that because they are women that they are not required registering for the draft to help in a crisis. A poll done about ten years ago showed that over half of the American population supported drafting women.