JAMAICA THEOLOGICAL SEMINARY

That I may know Himthat I might make Him known

Course Outline COURSE TITLE: CREDIT: SEMESTER: LECTURER: OFFICE HOURS: E-MAIL ADDRESS: COURSE DESCRIPTION: Instruction and practice in essay writing and research methodology. Academic Writing 2 hours First (August 26 November 29, 2013) Miss Debbie A. Harris Mondays 5 6 pm danthonetteharris@gmail.com

MODULE 1 [Week 1] Goals: At the end of this module, students will (1) understand the difference between oral and written communication (2) understand the difference between informal and formal communication (3) understand the importance of developing their writing skills (4) understand the elements of writing a research paper Objectives: To demonstrate this, students will (1) explain the difference between oral and written communication and the implications for academic work (2) begin to use language appropriate to a formal context (3) explain why it is important to improve their writing ability (4) identify elements of a research paper Topics I. II. III. Oral and Written Communication Formal and Informal Use of language The Importance of Developing Ones Writing Skills

IV. Characteristics of Good Writing V. Elements of the Research Paper

MODULE 2 [Week 2-3] Goals: At the end of this module, students will (1) gain an understanding of and appreciation for the serious issues involved in plagiarism and academic dishonesty (2) learn how to avoid

plagiarism (3) appreciate the necessity to properly document sources used (4) develop skills in research methods (5) develop confidence in expressing their own ideas and opinions Objectives: To demonstrate this, students will (1) view and discuss presentations on the nature of plagiarism, consequences of resorting to plagiarism, and avoidance of the same (2) cite sources properly (3) consult academic sources which they will use in their research paper, indicating in detail the sources used and noting the points made (4) write questions and/or comments that come to mind as they read these sources (5) participate in class discussions focusing on both content and process (6) correct one anothers essays with special emphasis on correct use of sources Topics I. II. III. IV. V. Significance of Plagiarism Citing Sources Documentation Styles: Turabian, APA Using Quotations in Ones Writing Asking Questions of What One Reads

MODULE 3 [Weeks 4-6] Goals: At the end of this module, students will (1) develop the skill of comprehension (2) appreciate the importance of effective summarizing of information (3) develop the skill of writing summaries (4) recognise the need to give credit when summarising information from sources (5) know how to incorporate summaries in their writing tasks Objectives: To demonstrate this, students will (1) do comprehension exercises (2) write summaries of selected passages, being faithful to the content and organization of the author cited and representing this objectively, using their own words (3) write an essay in which there are two short summaries of information gleaned from authoritative sources (4) review and critique one anothers summaries, bearing in mind appropriate referencing, in addition to the relevance of the selected portions to the points being made, and the quality of the summaries Topics I. II. III. Comprehension Writing a Summary Using Summaries in Ones Writing

MODULE 4 [Weeks 7-8, 10-14] Goals: At the end of this module, students will (1) develop skills in planning and pre-writing (2) understand how to write unified, coherent, and complete paragraphs (3) understand how to write a good introduction and conclusion (4) recognize the difference between descriptive, narrative, and expositional essays (5) understand different organizational strategies used in writing essays Objectives: To demonstrate this, students will (1) write ideas coming out of brainstorming, clustering, free writing, and questioning (2) having done preliminary reading, write a thesis statement and an outline for the research topic chosen (3) explain what makes an essay descriptive, narrative, or expositional (3) identify the rhetorical style used to develop particular paragraphs (4) identify topic ideas and determine if particular paragraphs are unified, coherent, and complete (5) write essays which are unified, coherent, and that are complete i.e. properly developed through use of any of the rhetorical strategies they wish to use Topics I. II. The Inter-relationship of Pre-writing, Writing, and Re-writing Pre-writing A. Purpose and Audience B. Narrowing the topic 1. Brainstorming 2. Free writing 3. Clustering/semantic mapping 4. Asking questions C. Writing a Thesis Statement D. Preparing an Initial and then a Formal Outline Writing A. Structure and Organization of a Paragraph 1. Unity 2. Emphasis 3. Coherence 4. Completeness B. Introduction C. Conclusion Writing: Rhetorical Strategies A. Illustration B. Definition C. Comparison/contrast Re-writing A. Editing Your Own Work [work from a check list] 1. Audience appeal

III.

IV.

V.

2. Content 3. Structure and organization 4. Style and diction 5. Grammar and mechanics B. Peer Review [work from a check list] C. Use of the Computer in Editing

PROPOSED SCHEDULE: DATE Weeks 1 Aug. 26 TOPIC I. II. III. IV. V. Weeks 2-3 Sept. 2, 9 Oral and Written Communication Formal and Informal Use of language The Importance of Developing Ones Writing Skills Characteristics of Good Writing Elements of the Research Paper

I. II. III. VI. VII.

Significance of Plagiarism Citing Sources Documentation Styles: Turabian, APA Using Quotations in Ones Writing Asking Questions of What One Reads

Weeks 4-6 Sept. 16, 23, 30

I. II. III.

Comprehension Writing a Summary Using Summaries in Ones Writing

Weeks 7-14 Oct. 7Nov. 29

I.

The Inter-relationship of Pre-writing, Writing, and Re-writing Purpose, Audience

II.

III. IV. V.

Narrowing the Topic; Thesis Statement Outline Paragraph Development: Coherence; Completeness Introduction; Conclusion Rhetorical Strategies Editing your work; Peer review REVIEW Unity; Emphasis;

VI. VII. VIII. IX.

Students must read the relevant sections in Simmons-McDonald, Hazel, Linda Fields, and Peter Roberts. 1997. Writing in English: A course book for Caribbean students. Kingston: Ian Randle Publishers before each class.

REQUIREMENTS: A. Attendance: Regular attendance and punctuality are expected. Students should miss no more than 3 hours of class. Absence above the allowed limit, as well as repeated tardiness, may result in the lowering of the final grade. B. Portfolio Students will be required to complete a portfolio comprising of comprehension exercises, summaries, and essays. C. Research Paper Students are required to write a research paper of no more than 1,500 words. [N.B.: All papers must have proper documentation of sources used. Using the words/ideas of another without giving credit to the source is Plagiarism. It is considered to be intellectual dishonesty and is subject to penalty. See handbook for description of penalty to be applied] D. Examination There will be a final examination in which students will be required to write expositional essays.

ASSESSMENT: Course work is worth sixty percent of the final grade, and the final examination 40 percent. 1. Portfolio 2. Research Paper 3. Examination 30 points 30 points 40 points

REFERENCE MATERIAL: Barnet, Sylvan and Hugo Bedau. 1966. Critical thinking, reading and writing: A brief guide to argument. Boston: Bedford Books. Chaffe John. 2003. Thinking critically. 7th ed. New York: Houghton Mifflin Company. Dyche, C. 2003. Fundamentals of English. Kingston: University of the West Indies. Fisher Alec. 2003. Critical thinking: An introduction. Cambridge: Cambridge University Press. Hodge, Merle. 1997. The knots in English. Massachusetts: Calaloux Publications. Hodges, John C. et al. 1996. Harbrace College Handbook. 13th ed. Orlando, Fl.: Harcourt Brace College Publishers. Keene, Michael L. and Katherine H. Adams. 2002. Easy Access: The Reference Handbook for Writers. Boston: McGraw-Hill. Rozakis, Laurie E. 1997. The complete idiots guide to grammar and style. Indianapolis: Alpha Books. Simmons-McDonald, Hazel, Linda Fields, and Peter Roberts. 1997. Writing in English: A course book for Caribbean students. Kingston: Ian Randle Publishers. Strunk, William, Jr. and E.B White. 2000. The elements of style. Needham Heights, M.A.: Allyn and Bacan. Turabian, Kate L. 1996. A manual for writers of term papers, theses and dissertations. 6th ed. Chicago: Chicago Press.