--Updated 4-9-24
English 165-10 and 165-11: Writing & Rhetoric
Spring 2024
Contact Information and Office Hours
Instructor: E. Derek Taylor
Email: [email protected]
Phone: 2748
Office: Grainger 306
Office Hours: MWF in-person and Zoom: 2:00-3:00; TTh 2:00-3:00 Zoom only. Zoom link provided in Canvas.
Course Description
ENGL 165: Writing & Rhetoric: This course prepares students for the writing and research they will do throughout their university experience. Students will learn to explore, to analyze, and to inform within academic contexts using the most effective rhetorical strategies, structures, and media. They will also examine the conventions of structure, reference, and language of multiple disciplines. Students will identify the strengths and weaknesses in their written communication. Writing infused. 3 credits.
Lecture courses must meet at least 12.5 hours per semester. To perform at an acceptable level the student will be expected to spend a minimum of 25 hours outside of class working on study or other course-related activities.
Course Outcomes
• Identify and explain the significance of language, structure, and reference among at least 3 of these 4 academic disciplines: humanities, social sciences, natural sciences, and applied fields.
• Convey the results of research through an appropriate academic genre to achieve specific informational and/or persuasive purposes for defined academic audiences.
• Identify appropriate digital and print references for use in specific writing tasks after explicit instruction in evaluating a variety of sources.
• Identify and evaluate at least 3 strategies for improvement. Those strategies include: structure, language, and (composing) planning, drafting, revising, and proofreading processes of their own texts.
• Produce polished original prose that rarely interferes with reader comprehension and writer ethos.
Required Text
An Insider’s Guide to Academic Writing: A Rhetoric and Reader. Ed. Susan Miller-Cochran,
Roy Stamper, Stacey Cochran. (Macmillian, 2022). ISBN:9781319509736
Attendance and Late Work
Students are expected to attend classes regularly. ONLY illness, official college business, and emergencies permit the make-up of work missed, and all such absences must be documented. Unexcused absences totaling 10% or more of class meetings will result in a one letter grade penalty; absences totaling 25% or more, excused or otherwise, will result in an F for the course.
Being tardy or leaving early from class is disruptive and sometimes even rude. Missing any part of class may result in missing work that cannot be made up. If you need to arrive late or leave early, let me know ahead of time so that we can make appropriate arrangements.
Turning in work on time matters a great deal not only in college but in the professional world. Accordingly, turning in late work in this class will negatively affect my evaluation of your performance. A late essay will lose one letter grade per day. Thus, an A paper turned in a day late will receive a B; an A paper four days late will receive an F. Beyond that, the paper will receive 0 points.
Plagiarism
As we will discuss this semester, plagiarism is the deliberate use of words or ideas of another without proper documentation.
Specifically, the university code defines plagiarism as follows:
a. Handing in as one’s own paper or assignment purchased from a term paper service or any other source.
b. Copying another’s paper or work and handing it in as one’s own.
c. Taking a paper or work from a file not one’s own and handing it in as one’s own.
d. Intentionally footnoting an incorrect source.
e. Appropriating passages or ideas from another and using as one’s own without proper documentation.
f. Quoting a written source on an exam, test, paper, or homework assignment without citation when it is requested by the instructor to present one’s own work.
Grading Scale
A+ 100 points
A 95 points
A- 92.5 points
B+ 87.5 points
B 85 points
B- 82.5 points
(etc., all the way to D- at 62.5 points).
I will round up or down accordingly (for instance, a 90 would result in an A-).
Graded Assignments
b. Your review must contain four headings, two of which will be Introduction and
Conclusion.
c. Your review must follow APA format. (750-1000 words). 20 points.
b. Causes
c. Solutions
**Important Course Requirement**
As the semester progresses, keep all of your projects, including all drafts, all peer review comments, and all feedback from me. You will need this material to complete the final exam.
University Writing Center
I encourage you to make use of the writing assistance provided by the University Writing Center located in Brock Hall. You can visit the Writing Center during any stage of the writing process.
While the WC has time occasionally for walk-ins if a consultant is available, it is a very good idea to make an appointment ahead of time at:
https://longwoodwritingcenter.acuityscheduling.com
Or call 434.395.4861
You can schedule a 25- or 55-minute appointment.
What to Bring to an Appointment:
Disability Resources and Accommodations
If you have a disability and require accommodations, please meet with me early in the semester to discuss your learning needs. If you wish to request reasonable accommodations (note taking support, extended time for tests, etc.), you will need to register with the Office of Disability Resources (Brock Hall, 395-2391). The office will require appropriate documentation of disability. All information is kept confidential.
It is normal to experience anxiety with respect to academic deadlines and requirements. In the event that anxiety or other mental health concerns become debilitating (i.e., impact your ability to attend class and submit assignments), official measures should be taken. The clinicians at Counseling and Psychological Services (CAPS) can help you understand the underlying causes of your anxiety and identify helpful coping strategies and techniques. All students are eligible for counseling services. CAPS also performs evaluations for learning disorders and ADHD. CAPS is located in the Health and Fitness Center and can be contacted by phone (434.395.2409). For more information, see www.longwood.edu/CAPS. Additionally, if you need formal academic accommodations, you will need to have this documented through the Office of Disability Resources.
Mandatory Reporting of Crimes and Sexual Misconduct
In accord with its history and mission, Longwood University believes that each individual should be treated with respect and dignity and that any form of crime or violence is incompatible with Longwood’s commitment to the dignity and worth of the individual. Longwood University is committed to providing a healthy living, learning and working environment which promotes personal integrity, civility and mutual respect.
If you have been the victim of a crime or sexual misconduct we encourage you to report this. If you disclose this to a faculty member or employee (with the exception of our Limited Reporting and Confidential Reporting Resources; for example, the Counseling and Psychological Services (CAPS) staff), she or he is required by law to notify the appropriate University officials. The faculty member or employee cannot maintain complete confidentiality and is required to report the information that has been shared. Please know that all reported information is treated with discretion and respect and kept as private as possible.
For more information about your options at Longwood,
see http://www.longwood.edu/titleix
http://www.longwood.edu/police/crimereports.htm
Weekly Schedule
Week 1
W. 1-10. Introduction to Course Concept and Course Policies
F. 1-12. Reading and Writing Rhetorically: Insider’s Guide (33-41)
Week 2
M. 1-15. Class Canceled for Martin Luther King, Jr. Day.
W. 1-17. F. 8-30. Reading and Writing Rhetorically (42-44); also read the first page and a half of this document, entitled “Statement by Alabama Clergy”
F. 1-19. Developing Arguments (48-50); read Martin Luther King, Jr., “Letter from a Birmingham Jail”
Week 3
M. 1-22. Developing Arguments (50-56); Martin Luther King, Jr., “Letter from a Birmingham Jail”
W. 1-24. Developing Arguments (56-59); Martin Luther King, Jr., “Letter from a Birmingham Jail”
F. 1-26. “Reading and Writing in the Humanities” (122-126, 146-152). Be sure to look over the section on MLA formatting as well (537-540).
Week 4
M. 1-29 Kate Chopin, “The Story of an Hour” (136-138); also read the student essay analyzing it (155-160).
W. 1-31. Sample Student Essay: Rhetorical Appeals in 'Letter from Birmingham Jail'" (62-65); Summarizing, Paraphrasing, and Quoting from Sources (81-86); Abraham Lincoln, “Second Inaugural Address” (be sure to click on “Transcription” to read the speech).
F. 2-2. Class canceled for individual conferences (bring your initial notes on the non-profit website you will be analyzing in Essay 1: Rhetorical Analysis)
Week 5
M. 2-5. Class canceled for individual conferences (bring your initial notes on the non-profit website you will be analyzing in Essay 1: Rhetorical Analysis)
W. 2-7. In-class workshop for Essay 1: Rhetorical Analysis. I will begin the class meeting by explaining some "dos" and "don'ts" of MLA citation, so be sure to arrive to class on time,
F. 2-9. Peer Review for Essay 1: Rhetorical Analysis. Bring a printed copy of AT LEAST your first three paragraphs and be prepared to explain your plan for subsequent paragraphs. Failure to do so will result in your being marked absent for the day.
Sunday, 2-11. Essay 1: Rhetorical Analysis due (submit through Canvas by 9:00 pm).
Week 6
M. 2-12. Popular Writing in the Humanities: Gustavo Arellano, “Taco USA: How Mexican Food Became More American than Apple Pie” (417-423)
W. 2-14. Recognizing Academic Genres (106-111); Academic Writing in the Humanities: Warren E. Milteer, Jr. “The Strategies of Forbidden Love: Family across Racial Boundaries in Nineteenth-Century North Carolina” (First half, so pp. 366-373).
F. 2-16. Academic Writing in the Humanities: Warren E. Milteer, Jr. “The Strategies of Forbidden Love: Family across Racial Boundaries in Nineteenth-Century North Carolina” (Second half, so pp. 373-383).
Week 7
M. 2-19. A Trip to the Library (meet in Greenwood 147)
W. 2-21 The Moton Story (just be in class).
F. 2-23. Workshop for Essay 2: Historical Interpretation. Come to class with questions and/or problems regarding this assignment. I’ll explain some finer points of Chicago style formatting during this meeting.
Week 8
M. 2-26. Class canceled for in-person Group Conferences (sign-up sheet available through Canvas).
W. 2-28. Peer-review for Essay 2: Historical Interpretation (bring a printed copy of at least two fully formed paragraphs and be prepared to explain your plan for subsequent paragraphs. Failure to do so will result in your being marked absent for the day).
F. 3-1. Class Canceled (I will be away at an academic conference). Final Comments for Essay 1 due (submit through Canvas by 9:00pm).
Week 9
Spring Break
Week 10
M. 3-11. Reading and Writing in the Social Sciences (162-185)
T. 3-12. Essay 2: Historical Interpretation due (submit through Canvas by 9:00pm).
W. 3-13. Popular Writing in the Social Sciences: Julie Lythcott-Haims, “Kids of Helicopter Parents are Sputtering Out” (360-363) and Michael Pollen, “Why Cook?” (412-417).
W. 3-15. Academic Writing in the Social Sciences: Benedict Till and Peter Vitouch, “Capital Punishment in Films[….]” (495-508)).
Week 11
M. 3-18. Academic Writing in the Social Sciences: Steven M. Toepfer, Kelly Cichy, and Patti Peters, “Letters of Gratitude: Further Evidence of Author Benefits” (324-336).
W. 3-20. Social Sciences Literature Review (185-198). We will use this reading (and discussion) as a model for what will be expected of you in Essay 3: Literature Review. By the end of class, we will have settled on three specific topics that you will be able to choose from for your next assignment.
F. 3-22. In-class workshop for Essay 3: Literature Review. Bring your laptop and your book to class!
Week 12
M. 3-25. Class Cancelled for Extended Office Hours, 9:30-noon (Zoom). Stop by on Zoom with any nagging questions about or problems with Essay 3: Literature Review.
W. 3-27. Peer-review for Essay 3: Literature Review (bring a printed copy of at least two paragraphs and be prepared to explain your plan for remaining paragraphs. Failure to do so will result in your being marked absent for the day).
F. 3-29. Class Cancelled for Extended Office Hours, 9:30-noon (in person and on Zoom). Stop by with any final questions about or problems with Essay 3: Literature Review.
Week 13
M. 4-1. In-class Writing (just show up with your laptop and your brain!).
T. 4-2. Essay 3: Literature Review Due (submit through Canvas by 5:00 pm).
W. 4-3. Reading and Writing in the Natural Sciences (214-227)
F. 4-5. We will meet via Zoom today--check Canvas, "Announcements, for link. Popular Writing in the Natural Sciences: Elizabeth Kolbert, “A Vast Experiment” (PDF in Canvas, "Files")
Week 14
M. 4-8. Academic Writing in the Natural Sciences: Aziz Aris and Samuel Leblanc, “Maternal Exposure to Pesticides Associated to Genetically Modified Foods in Eastern Townships of Quebec, Canada (440-454)
W. 4-10. Workshop for Essay 4: Science Literacy Comparison. Be sure to bring your laptop to class!
F. 4-12. Class canceled for extended office hours (9:30-12:00, both in person and on Zoom). Now would be a good time to come see me with initial questions about your next essay OR about anything else related to the class.
Week 15
M. 4-15. Class canceled for mandatory group conferences. Be sure to read and take notes on at least two sources for Essay 4: Science Literacy Comparison, keeping careful of track of information that could support your causes, effects, and solutions paragraphs.
W. 4-17. Class canceled for University-wide Research Day.
F. 4-19. Peer review for Essay 4: Science Literacy Comparison (bring a printed copy of your at least two paragraphs and be prepared to explain your plan for subsequent paragraphs. Failure to do so will result in your being marked absent for the day).
Week 16
M. 4-22. Extended Office Hours (in person and on Zoom, 9:30-12:00). Come see me with final questions about Essay 4: Science Literacy Comparison.
Tuesday, 4-23. Essay 4: Science Literacy Comparison due (submit through Canvas by 9:00pm).
W. 4-24. Final Examination Preparations: Reflecting on SLOs 1, 2 and 3. Be sure to bring your laptop!
F. 4-26. Final Examination Preparations: Reflecting on SLOs 4 and 5. Be sure to bring your laptop!
Week 17
W. 5-1. Final Examination for 10:00 section (10): 8:00-10:30am
Th. 5-2. Final Examination for 11:00 section (11): 3:00-5:30pm
English 165-10 and 165-11: Writing & Rhetoric
Spring 2024
Contact Information and Office Hours
Instructor: E. Derek Taylor
Email: [email protected]
Phone: 2748
Office: Grainger 306
Office Hours: MWF in-person and Zoom: 2:00-3:00; TTh 2:00-3:00 Zoom only. Zoom link provided in Canvas.
Course Description
ENGL 165: Writing & Rhetoric: This course prepares students for the writing and research they will do throughout their university experience. Students will learn to explore, to analyze, and to inform within academic contexts using the most effective rhetorical strategies, structures, and media. They will also examine the conventions of structure, reference, and language of multiple disciplines. Students will identify the strengths and weaknesses in their written communication. Writing infused. 3 credits.
Lecture courses must meet at least 12.5 hours per semester. To perform at an acceptable level the student will be expected to spend a minimum of 25 hours outside of class working on study or other course-related activities.
Course Outcomes
• Identify and explain the significance of language, structure, and reference among at least 3 of these 4 academic disciplines: humanities, social sciences, natural sciences, and applied fields.
• Convey the results of research through an appropriate academic genre to achieve specific informational and/or persuasive purposes for defined academic audiences.
• Identify appropriate digital and print references for use in specific writing tasks after explicit instruction in evaluating a variety of sources.
• Identify and evaluate at least 3 strategies for improvement. Those strategies include: structure, language, and (composing) planning, drafting, revising, and proofreading processes of their own texts.
• Produce polished original prose that rarely interferes with reader comprehension and writer ethos.
Required Text
An Insider’s Guide to Academic Writing: A Rhetoric and Reader. Ed. Susan Miller-Cochran,
Roy Stamper, Stacey Cochran. (Macmillian, 2022). ISBN:9781319509736
Attendance and Late Work
Students are expected to attend classes regularly. ONLY illness, official college business, and emergencies permit the make-up of work missed, and all such absences must be documented. Unexcused absences totaling 10% or more of class meetings will result in a one letter grade penalty; absences totaling 25% or more, excused or otherwise, will result in an F for the course.
Being tardy or leaving early from class is disruptive and sometimes even rude. Missing any part of class may result in missing work that cannot be made up. If you need to arrive late or leave early, let me know ahead of time so that we can make appropriate arrangements.
Turning in work on time matters a great deal not only in college but in the professional world. Accordingly, turning in late work in this class will negatively affect my evaluation of your performance. A late essay will lose one letter grade per day. Thus, an A paper turned in a day late will receive a B; an A paper four days late will receive an F. Beyond that, the paper will receive 0 points.
Plagiarism
As we will discuss this semester, plagiarism is the deliberate use of words or ideas of another without proper documentation.
Specifically, the university code defines plagiarism as follows:
a. Handing in as one’s own paper or assignment purchased from a term paper service or any other source.
b. Copying another’s paper or work and handing it in as one’s own.
c. Taking a paper or work from a file not one’s own and handing it in as one’s own.
d. Intentionally footnoting an incorrect source.
e. Appropriating passages or ideas from another and using as one’s own without proper documentation.
f. Quoting a written source on an exam, test, paper, or homework assignment without citation when it is requested by the instructor to present one’s own work.
Grading Scale
A+ 100 points
A 95 points
A- 92.5 points
B+ 87.5 points
B 85 points
B- 82.5 points
(etc., all the way to D- at 62.5 points).
I will round up or down accordingly (for instance, a 90 would result in an A-).
Graded Assignments
- Daily Readings
- Essay 1: Rhetorical Analysis. Write a rhetorical analysis of the website of a non-profit organization of your choosing. Since you cannot possibly cover every page associated with the website in question, use your discretion to select those pages that seem best suited to your assigned purpose. Your paper should consist of an introduction, separate paragraphs addressing ethos, logos, and pathos, and a conclusion (750-1000 words; MLA format). 20 points.
- Essay 2: Historical Interpretation. In this interpretive essay, you will explore a particularly significant event in American history, one that took place within walking distance of our classroom: The Moton School Strike (1951). Since you will be evaluating causes and effects of the strike, this paper will require a modicum of research—at least three sources, one of which must be a peer-reviewed secondary source. You may want to walk back up to the Moton museum yourself so that you can further develop your familiarity with this particular event—and, just maybe, find some handy sources. (750-1000 words; Chicago format). 20 points.
- Essay 3: Literature Review. Write a three-page Literature Review on one of the Social Science topics we selected as a class. Given the introductory nature of ENGL 165, your research need not be exhaustive—we will consider this a trial-run for future projects you'll be asked to complete in other college courses. A few stipulations:
b. Your review must contain four headings, two of which will be Introduction and
Conclusion.
c. Your review must follow APA format. (750-1000 words). 20 points.
- Essay 4: Science Literacy Comparison. Read at least three natural sciences essays or reports related to climate change. Two of these sources may come from newspapers, credible websites (Slate, for instance), popular magazines such as Time, Scientific American, Discover Magazine, National Geographic, or Rolling Stone, or reputable governmental agencies (NOAA or NASA, for example, both of which have excellent web sites—or the recent UN report). But at least one of your sources must come from a scholarly journal such as Science (to which our library has a subscription). After carefully reading your sources, write a four-page essay in which you compare what you have learned about the science of climate change to your previous views (as revealed in your science-literacy narrative). Be sure that your comparison addresses all three of the categories around which you constructed your science-literacy narrative:
b. Causes
c. Solutions
- Final Exam: During our designated exam time at the end of the semester, you will write a reflective paper explaining your development as a college writer. This paper will use selected examples of your writing during the semester. To complete this assignment, you will need to work from (and hence to have available) copies of essays submitted earlier this semester. (750-1000 words). 10 points
**Important Course Requirement**
As the semester progresses, keep all of your projects, including all drafts, all peer review comments, and all feedback from me. You will need this material to complete the final exam.
University Writing Center
I encourage you to make use of the writing assistance provided by the University Writing Center located in Brock Hall. You can visit the Writing Center during any stage of the writing process.
While the WC has time occasionally for walk-ins if a consultant is available, it is a very good idea to make an appointment ahead of time at:
https://longwoodwritingcenter.acuityscheduling.com
Or call 434.395.4861
You can schedule a 25- or 55-minute appointment.
What to Bring to an Appointment:
- The assignment sheet, syllabus, or any other materials that help explain the assignment.
- Your notes and/or source materials.
- All work that has been completed up to that point. This includes previous drafts with revisions.
- Your laptop and laptop charger.
- An open mind and goals for the session.
Disability Resources and Accommodations
If you have a disability and require accommodations, please meet with me early in the semester to discuss your learning needs. If you wish to request reasonable accommodations (note taking support, extended time for tests, etc.), you will need to register with the Office of Disability Resources (Brock Hall, 395-2391). The office will require appropriate documentation of disability. All information is kept confidential.
It is normal to experience anxiety with respect to academic deadlines and requirements. In the event that anxiety or other mental health concerns become debilitating (i.e., impact your ability to attend class and submit assignments), official measures should be taken. The clinicians at Counseling and Psychological Services (CAPS) can help you understand the underlying causes of your anxiety and identify helpful coping strategies and techniques. All students are eligible for counseling services. CAPS also performs evaluations for learning disorders and ADHD. CAPS is located in the Health and Fitness Center and can be contacted by phone (434.395.2409). For more information, see www.longwood.edu/CAPS. Additionally, if you need formal academic accommodations, you will need to have this documented through the Office of Disability Resources.
Mandatory Reporting of Crimes and Sexual Misconduct
In accord with its history and mission, Longwood University believes that each individual should be treated with respect and dignity and that any form of crime or violence is incompatible with Longwood’s commitment to the dignity and worth of the individual. Longwood University is committed to providing a healthy living, learning and working environment which promotes personal integrity, civility and mutual respect.
If you have been the victim of a crime or sexual misconduct we encourage you to report this. If you disclose this to a faculty member or employee (with the exception of our Limited Reporting and Confidential Reporting Resources; for example, the Counseling and Psychological Services (CAPS) staff), she or he is required by law to notify the appropriate University officials. The faculty member or employee cannot maintain complete confidentiality and is required to report the information that has been shared. Please know that all reported information is treated with discretion and respect and kept as private as possible.
For more information about your options at Longwood,
see http://www.longwood.edu/titleix
http://www.longwood.edu/police/crimereports.htm
Weekly Schedule
Week 1
W. 1-10. Introduction to Course Concept and Course Policies
F. 1-12. Reading and Writing Rhetorically: Insider’s Guide (33-41)
Week 2
M. 1-15. Class Canceled for Martin Luther King, Jr. Day.
W. 1-17. F. 8-30. Reading and Writing Rhetorically (42-44); also read the first page and a half of this document, entitled “Statement by Alabama Clergy”
F. 1-19. Developing Arguments (48-50); read Martin Luther King, Jr., “Letter from a Birmingham Jail”
Week 3
M. 1-22. Developing Arguments (50-56); Martin Luther King, Jr., “Letter from a Birmingham Jail”
W. 1-24. Developing Arguments (56-59); Martin Luther King, Jr., “Letter from a Birmingham Jail”
F. 1-26. “Reading and Writing in the Humanities” (122-126, 146-152). Be sure to look over the section on MLA formatting as well (537-540).
Week 4
M. 1-29 Kate Chopin, “The Story of an Hour” (136-138); also read the student essay analyzing it (155-160).
W. 1-31. Sample Student Essay: Rhetorical Appeals in 'Letter from Birmingham Jail'" (62-65); Summarizing, Paraphrasing, and Quoting from Sources (81-86); Abraham Lincoln, “Second Inaugural Address” (be sure to click on “Transcription” to read the speech).
F. 2-2. Class canceled for individual conferences (bring your initial notes on the non-profit website you will be analyzing in Essay 1: Rhetorical Analysis)
Week 5
M. 2-5. Class canceled for individual conferences (bring your initial notes on the non-profit website you will be analyzing in Essay 1: Rhetorical Analysis)
W. 2-7. In-class workshop for Essay 1: Rhetorical Analysis. I will begin the class meeting by explaining some "dos" and "don'ts" of MLA citation, so be sure to arrive to class on time,
F. 2-9. Peer Review for Essay 1: Rhetorical Analysis. Bring a printed copy of AT LEAST your first three paragraphs and be prepared to explain your plan for subsequent paragraphs. Failure to do so will result in your being marked absent for the day.
Sunday, 2-11. Essay 1: Rhetorical Analysis due (submit through Canvas by 9:00 pm).
Week 6
M. 2-12. Popular Writing in the Humanities: Gustavo Arellano, “Taco USA: How Mexican Food Became More American than Apple Pie” (417-423)
W. 2-14. Recognizing Academic Genres (106-111); Academic Writing in the Humanities: Warren E. Milteer, Jr. “The Strategies of Forbidden Love: Family across Racial Boundaries in Nineteenth-Century North Carolina” (First half, so pp. 366-373).
F. 2-16. Academic Writing in the Humanities: Warren E. Milteer, Jr. “The Strategies of Forbidden Love: Family across Racial Boundaries in Nineteenth-Century North Carolina” (Second half, so pp. 373-383).
Week 7
M. 2-19. A Trip to the Library (meet in Greenwood 147)
W. 2-21 The Moton Story (just be in class).
F. 2-23. Workshop for Essay 2: Historical Interpretation. Come to class with questions and/or problems regarding this assignment. I’ll explain some finer points of Chicago style formatting during this meeting.
Week 8
M. 2-26. Class canceled for in-person Group Conferences (sign-up sheet available through Canvas).
W. 2-28. Peer-review for Essay 2: Historical Interpretation (bring a printed copy of at least two fully formed paragraphs and be prepared to explain your plan for subsequent paragraphs. Failure to do so will result in your being marked absent for the day).
F. 3-1. Class Canceled (I will be away at an academic conference). Final Comments for Essay 1 due (submit through Canvas by 9:00pm).
Week 9
Spring Break
Week 10
M. 3-11. Reading and Writing in the Social Sciences (162-185)
T. 3-12. Essay 2: Historical Interpretation due (submit through Canvas by 9:00pm).
W. 3-13. Popular Writing in the Social Sciences: Julie Lythcott-Haims, “Kids of Helicopter Parents are Sputtering Out” (360-363) and Michael Pollen, “Why Cook?” (412-417).
W. 3-15. Academic Writing in the Social Sciences: Benedict Till and Peter Vitouch, “Capital Punishment in Films[….]” (495-508)).
Week 11
M. 3-18. Academic Writing in the Social Sciences: Steven M. Toepfer, Kelly Cichy, and Patti Peters, “Letters of Gratitude: Further Evidence of Author Benefits” (324-336).
W. 3-20. Social Sciences Literature Review (185-198). We will use this reading (and discussion) as a model for what will be expected of you in Essay 3: Literature Review. By the end of class, we will have settled on three specific topics that you will be able to choose from for your next assignment.
F. 3-22. In-class workshop for Essay 3: Literature Review. Bring your laptop and your book to class!
Week 12
M. 3-25. Class Cancelled for Extended Office Hours, 9:30-noon (Zoom). Stop by on Zoom with any nagging questions about or problems with Essay 3: Literature Review.
W. 3-27. Peer-review for Essay 3: Literature Review (bring a printed copy of at least two paragraphs and be prepared to explain your plan for remaining paragraphs. Failure to do so will result in your being marked absent for the day).
F. 3-29. Class Cancelled for Extended Office Hours, 9:30-noon (in person and on Zoom). Stop by with any final questions about or problems with Essay 3: Literature Review.
Week 13
M. 4-1. In-class Writing (just show up with your laptop and your brain!).
T. 4-2. Essay 3: Literature Review Due (submit through Canvas by 5:00 pm).
W. 4-3. Reading and Writing in the Natural Sciences (214-227)
F. 4-5. We will meet via Zoom today--check Canvas, "Announcements, for link. Popular Writing in the Natural Sciences: Elizabeth Kolbert, “A Vast Experiment” (PDF in Canvas, "Files")
Week 14
M. 4-8. Academic Writing in the Natural Sciences: Aziz Aris and Samuel Leblanc, “Maternal Exposure to Pesticides Associated to Genetically Modified Foods in Eastern Townships of Quebec, Canada (440-454)
W. 4-10. Workshop for Essay 4: Science Literacy Comparison. Be sure to bring your laptop to class!
F. 4-12. Class canceled for extended office hours (9:30-12:00, both in person and on Zoom). Now would be a good time to come see me with initial questions about your next essay OR about anything else related to the class.
Week 15
M. 4-15. Class canceled for mandatory group conferences. Be sure to read and take notes on at least two sources for Essay 4: Science Literacy Comparison, keeping careful of track of information that could support your causes, effects, and solutions paragraphs.
W. 4-17. Class canceled for University-wide Research Day.
F. 4-19. Peer review for Essay 4: Science Literacy Comparison (bring a printed copy of your at least two paragraphs and be prepared to explain your plan for subsequent paragraphs. Failure to do so will result in your being marked absent for the day).
Week 16
M. 4-22. Extended Office Hours (in person and on Zoom, 9:30-12:00). Come see me with final questions about Essay 4: Science Literacy Comparison.
Tuesday, 4-23. Essay 4: Science Literacy Comparison due (submit through Canvas by 9:00pm).
W. 4-24. Final Examination Preparations: Reflecting on SLOs 1, 2 and 3. Be sure to bring your laptop!
F. 4-26. Final Examination Preparations: Reflecting on SLOs 4 and 5. Be sure to bring your laptop!
Week 17
W. 5-1. Final Examination for 10:00 section (10): 8:00-10:30am
Th. 5-2. Final Examination for 11:00 section (11): 3:00-5:30pm