College Writing 2

ENGL 42.102 Sec. 219, 224 3 credit hours* Rm. South, TBD Ber (dette)stoc*+e,,-um,.edu .(,ter (te c(,,the+riter-/(hoo.com0

Bernadette Stockwell
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University of Massachusetts at Lowell Learning Objectives for First-Year Writing

These objectives were designed in consultation with the Council of Writing Program Administrators Outcomes Statement for First-Year Writing, available at www.wpacouncil.org/positions/outcomes/html.

College Writing II ( !"#$!%

Catalog &escri'tion( A workshop course that thoroughly explores the academic research writing process with an emphasis on entering into academic conversation. Building on the skills acquired in College Writing I, students will learn to write extensively with source material. Key skills addressed include finding, assessing, and integrating primary and secondary sources, and using proper documentation to ensure academic integrity. Students will produce analytical writing throughout the semester, including a minimum of four formal, researched essays. Pre-Req: 42.101 or 42.111; Anti Req for 42.112 - students cannot receive credit for both 42.102 and 42.112 (104). Course )ur'ose an& Outco*es( In College Writing II, we study and practice academic research writing. Students will apply their rhetorical knowledge in the context of academic research through regular informal and formal writing. Students will generate and pursue complex theses through purpose-driven, process-based writing that engages audiences and integrates research. In this workshop course, writers will develop effective research habits and become familiar with the standards of academic research writing. Students will exit with an awareness of their strengths and weaknesses as writers and researchers; successful completion of this course will prepare students to meet the writing challenges they will encounter throughout their academic careers and beyond. Building upon the skills acquired in College Writing I, students completing College Writing II will produce four formal, researched essays during the course of the semester, working toward the following learning outcomes: Generate research topics, ideas, questions, and problems Locate, evaluate, and analyze primary and secondary sources of information Use the writing process, including feedback from others, to compose substantive researched essays for an academic audience Integrate and synthesize their own thoughts meaningfully with the words and ideas of others while foregrounding their position in the academic conversation Recognize different citation styles, based on discipline, and employ appropriate systems of documentation accurately Practice academic integrity Textbooks Ballenger, Bruce P. The Curious Researcher: a Guide to Writing Research Papers. New York: Pearson Longman, 2007. Common Text !n"#ers"t$ o% &assac'usetts Lowell, Marie Frank PhD A workshop course that thoroughly explores the academic research writing process with an emphasis on entering into academic conversation. Building on the skills acquired in College Writing I, students will learn to write extensively with source material. Key skills addressed include inding, assessing, and integrating primary and secondary sources, and using proper documentation to ensure academic integrity. !tudents will produce analytical writing throughout the semester, including a minimum o our ormal, researched essays.

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'Now' is the operative word. Everything you put in your way is just a method of putting off the hour when you could actually be doing your dream. You don't need endless time and perfect conditions. Do it now. Do it today. Do it for twenty minutes and watch your heart start beating. Sam Ewing

Essays will include writing: An interview with a professor or educator A historical sketch about the day you were born

A survey compiled into a report A letter from a notable person to you

The above strategies will culminate in a major research project focused on a topic of your choosing. This project requires the synthesis of writing and argumentation by providing substantive empirical support in

the w ay of research, both online and at the library, and first hand research.
Month January Date 22 27, 29 February 3, 5 #$, #2 &residents ' (ay, 2) #7 #*, #9 22, 23 4arc3, 5 #$, #2 #7, #9 4ar" %pr" %pril 3#, 2 7, 9 #2, #3 &atriots' (ay 2) 2# %pr"; 4ay 23 2*, 3$ Reading assignments due on Monday Review syllabus Reading provided by professor Posted on c ass !eb site Reading provided by professor Posted on c ass !eb site Reading provided by professor Posted on c ass !eb site Reading provided by professor Posted on c ass !eb site Curious Researcher, Curious Researcher, Curious Researcher, -apter # -apter 2 -apter 3 Spring Break 3 6ocus points, conclusion 7pilogue esearch! "#$% & '() (inal draft*due Wednesday ollaborate on podcast, peer review Conduct a survey, report on the results, Peer review Write a compelling biography Peer review Conferences 5iograp-y, setting Written assignments due on Wednesdays In class writing sample Interview a professor or educator Peer review Introductions and conclusions: reating boo!ends" Birthday sketch Peer review +sing ,uotations and parap-rase Writing Style and/ or Strategy Free writing Primary research Primary & Secondary research %ttention grabbers Revision ./-ey say0 I say1 Primary research Secondary research (iscovering your purpose Reporting on sources" evision Peer review /ransitions, revision, organi8ation /-e importance o6 an audience"

Curious Researcher, Curious Researcher,

-apter 2 -apter 5

Reading provided by professor Posted on c ass !eb site Reading provided by professor 9-are podcast" &resentations o6 Posted on c ass !eb site 4a:or Researc9-are podcast" &resentations o6 4a:or Researc=ocation and time; /5% 7<it essay

/ra0"ng !"# of your final grade will be based on the ! essays. $"# of your grade is derived from qui%%es on readings. &# of your grade is based on your writing journal, which includes in'class writing. &# derived from assigned homework. ("# of your final grade is based on your )ajor *esearch +aper. $"# of your final grade is based on your +,-.A/T +*E/E0TAT1,0 of your )ajor *esearch +aper. E2it essay3 final e2am $"#. 4 +lease see the rubrics at the end to understand the system 1 will use. 1tar%"s': .ollege 5riting 1 is one of the courses that participates in the /tarfish retention program at 6)ass 7owell. +lease be on the lookout for e'mail messages about your attendance, your work, or your participation in this course, and be sure to come speak with me if you are unsure why you have received a message. Con%erences: 1 will attempt to incorporate individual conferences where 1 feel that they will constitute a good use of both your time and my time. 8owever, should you at A09 point have questions, need additional help, or want to discuss your work or the course material, 1 will be more than happy to try to help you. +lease make use o% m$ weekl$ o%%"ce 'ours, listed above. 1 can be available by appointment before most classes. 1ndividual attention will help you focus your efforts and save your time.

2ea0l"nes Essays must be printed and handed in at the beginning of the class on the day that they are due. 7ate papers will 0,T be accepted. Electronic submissions will 0,T be accepted. +lease plan accordingly. *e#"s"ons +lease consider revising any and all of the four essays during the semester: however, each revision is due within two weeks of its return to you. 9ou cannot revise your writing journal, final presentation or final evaluation. *evisions may be partial or complete in nature. 1.e. if you receive your grade and choose to start over, you may do so ,* you may choose to revise based on my comments and the rubric provided with each assessment. ,tten0ance 9ou are required to attend every class as much of the class is discussion. +lease be on time. Tardiness disturbs the entire class. Three late arrivals are equal to one absence. +lease be respectful of your classmates. 1f you miss a class, you are responsible for obtaining missed work and notes from a peer. ;our or more une2cused absences may result in your not passing this course. Attendance is taken every class. 34orkloa0 re5u"rements
This is a < credit course, as defined by federal regulation. 9ou should e2pect to complete = hours of out of class work each week for appro2imately $& weeks, for a total of >" hours outside'of'class work.

6ormat Each submitted essay and research paper must follow )7A format. This means it must be double' spaced in $( point Times 0ew *oman font with a one'inch margin all around. +ages must be numbered ?upper right hand corner. ;urther guidelines will be reviewed in class. 9our name -ate ?the day that you hand in your work@ Essay type ?e.g. 0arrative, descriptive, etc.@ +rof. /tockwell T"tle s'oul0 a77ear centere0 an0 bol0 two l"nes below aut'or "n%ormat"on. Subtitle, if you choose to use one, in italics Aody of essay should be doubled space. Always indent first line of each paragraph. )argins are $B all around. +lease print, staple and bring to class.

Ay using the rubric below, you can better understand how you will earn your grade. A different rubric will be provided AE;,*E each assignment. A perfect score ?$" points or <" points@ is reserved for Cpublishable quality.D /ample essays and complete instructions will also be discussed in class and posted on class web site. 4 troductio .10 poi ts0$ 5tte tio !r(33er ( ecdote. Di(,o!ue ))) 6h(r(cters )))Setti ! ))) Sectio 2 .10 poi ts0$ B(c*!rou d, educ(tio 7 2(mi,/ Sectio 3 .10 poi ts0$ 4 spir(tio 2or this c(reer Sectio 4 .10 poi ts0$ 8uture !o(,s, ( d (spir(tio s. "useum (rchi9e. 6o c,usio .10 poi ts0$ Re,(te 3(c* to /our ope i ! stor/ 6o te t .30 poi ts0 $ Demo str(tes thorou!h rese(rch Gr(mm(r: spe,,i ! .10 poi ts0$ #or*s cited.10 poi ts0$ mi imum 1 sources re;uired "L5 6re(ti9it/$ E<tr( poi ts .possi3,e 1 e<tr( poi t0$ 8i (, score$ Grade conversion: Letter grade and numeric equivalent. A: 100-94; A-: 93-90; B+: 89-87; B: 86-84; B-: 83-80; C+: 79-77; C: 76-74; C-:73-70; D+: 69-67; D: 66-64; F: 63-0
+he Centers for Learning an& ,ca&e*ic -u''ort -ervices provide many resources, including tutoring in writing: http://class.uml.edu/. In accordance with University policy and the ADA, I will provide accommodation for students with documented disabilities. If you have a disability, please contact the Office of Disability ervices as soon as possible. !lease note that their office has moved to "O#$% campus, &umnoc' %all &(, phone: )*+,)-.,./*., e,mail:Disability0uml.edu. $his documentation is confidential. .ehavior 'olicy( In this class, and in all classes at the University of 1assachusetts, 2owell, students are e3pected to e3hibit professional and respectful behavior that is conducive to a mutually beneficial learning environment in the classroom. 43amples of inappropriate behavior include: te3t messaging, listening to music, cell phone use 5other than the campus alert system6, late arrivals, early departures, use of laptops for other than class purposes, disrespectful comments or behavior, intentional disruptions, failure to follow faculty ;inal evaluation directives. tudents in violation of these standards may be as'ed to leave class and/or be referred to the Dean $"# of tudents for disciplinary action. )lagiaris* 'olicy( 7Academic dishonesty is prohibited in all programs of the University. anctions may be imposed on any student who has committed an act of academic dishonesty8. Academic dishonesty includes 5riterDs Eournal Alackboard and in class and This American 7ife but is not limited to cheating, fabrication, plagiarism, facilitating dishonesty.9 !lagiarism includes directly &# ideas without discussion3 participation project copying a source without ac'nowledging that source, summari:ing or paraphrasing someone;s &# a paper that has been ("# ac'nowledging the source, or submitting written by someone else. <e will wor' this semester on recogni:ing and avoiding plagiarism, and how to research and write responsibly. tudents who accidentally lift wording or ideas from te3ts will wor' with me e3tensively to avoid such unintentional plagiarism. =or a first instance of intentional academic dishonesty, the student will receive a :ero on the assignment with no chance to ma'e it up. =or any subse>uent instances, the student will be given a course grade of =? 5non, deletable failure6.

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