Course Syllabus

 

University of Minnesota—Twin Cities

Department of Writing Studies

WRIT 1301:  University Writing

Sections 711, 713 and 727

Syllabus for Fall Semester 2018

4 Credits

 

Instructor:  Patricia Nygren

Email:  nygre005@umn.edu or pnygren@farmington.k12.mn.us

Phone:  (651) 252-2721

Classroom:  Room 2206, Farmington High School, 20655 Flagstaff Ave., Farmington, MN

Office:  Room 2206

Office Hours:  2:40 - 3:30 p.m. daily (and by appointment)

Texts:

Department of Writing Studies, University of Minnesota–Twin Cities.  Voices: A Guide to First-Year Writing.  Fountainhead Press, 2017.

Hacker, Diana, and Nancy Sommers.  A Pocket Style Manual.  Bedford/St. Martins, 2015.

Kennedy, X.J., Dorothy M. Kennedy, and Jane E. Aaron, eds.  The Bedford Reader.  Bedford/St. Martin’s, 2006.

Rackham, Jeff and Olivia Bertagnolli.  From Sight to Insight: The Writing Process.  Thomson/Heinle, 2003.

Zinsser, William.  On Writing Well.  HarperCollins, 2006.

 

FHS Course Description

WRIT 1301:  University Writing is taught in the high school and carries high school English credit, but it is not a high school class.  It is a four-credit college course offered through the University of Minnesota’s College in the Schools program, and as such it is governed by the rules and expectations of the University of Minnesota.  Students in the top 20 percent of their high school class may earn these college credits, thereby fulfilling the freshman composition requirement.  The focus of this course is on the process of writing:  forming strategies for inventing, focusing, drafting, conferencing, revising, and editing.  Active participation in the writing community of this class is essential.

 

U of M Course Catalog Description

WRIT 1301:  Drafting, revising, editing. Academic genres. Critical reading, rhetorical analysis for principles of audience, purpose, and argumentative strategies. Emphasizes electronic/print library. Critical analysis, annotated bibliography, research paper.

 

Course Overview

Through frequent practice and study of writing, WRIT 1301 introduces students to typical university writing practices, including an emphasis on developing well-researched, properly cited papers. WRIT 1301 fulfills the first-year composition requirement.

Activities include but are not limited to:  introduction to academic genres of reading and writing; critical reading and analysis of writing for rhetorical principles of audience, purpose, and argumentative strategies; emphasis on performing research with electronic and print library; and sequenced readings and writing, with a researched paper as major assignment.

Members of the class will practice using writing to develop, refine, and communicate ideas in academic contexts.  Students should expect to write formally and informally, produce drafts, read and respond to each other’s drafts, and revise, edit, and proofread.  In addition, students will share their writing with others in the class, receive responses from others, and read and respond carefully to the work of others. 

All of this means that the class is structured around writing activities, discussion of reading and writing, and group work of various kinds.  Students need to be active participants in this course, and help insure the success of the course for all by making positive contributions to activities, assignments, and discussion.

 

Course Outcomes

At the successful conclusion of WRIT 1301, students will learn to:

 

Develop a process of writing

• control prewriting and planning strategies to arrive at a focused topic
• produce an outline or prospectus for a researched paper
• craft thesis statements that indicate a clear position on a topic and tie the paper together
• develop a topic through clearly structured paragraphs and the whole paper so that ideas are fully explained, assertions are backed up, supporting evidence is sufficient, and claims are credible
• through the sequence of assignments, develop a body of knowledge and growing perspective on a topic

 

Explore diverse contexts and styles of reading and writing

• communicate their ideas and those of others to specific audiences
• write in appropriate academic genres and computer media to communicate with different audiences
• make choices in their own writing and articulate other options

 

Practice disciplines of research and study

• identify an author’s audience, purpose, argument, and assumptions (i.e., critical reading) in an analysis paper or class discussion
• locate and evaluate relevant scholarly and popular sources on a research topic using library resources
• properly and ethically use MLA or APA documentation format for in-text and external bibliographic citations of scholarly, popular, and electronic sources
• consistently follow standards of written, edited English

 

 

Major Assignments

1. Personal Experience Narrative: Recreate an experience; tell about a personal risk; explain a case of dissonance; write a memoir of an important person or event.

            Emphasis:  invention strategies, voice, tone, and concrete detail.

            Suggested length:  3-5 typed pages.

2. Ethnography: Observe and analyze an alien culture and write about it.  You must observe this culture firsthand.  Consider the meaning of “alien.”  What is alien to you?  If you are on the football team, this subculture is not alien to you, but to someone who has no interest or expertise in athletics, it may very well be alien.  Likewise, the gaming subculture may or may not be alien to you.  Select an observable group, but foreign to you.  This may be a collaborative writing.

Emphasis:  careful and conscious observation, interviewing, discovery, conveying that sense of discovery and scene to your reader through concrete detail, use of primary sources, and organization.

             Suggested length:  8-10 typed pages.

3. Problem/Trend Analysis: Analyze a trend in our society.  Evaluate how it began or where it may lead.  Of what significance is the problem/trend?  You must consider the concept in relation to fads or movements.  Define the topic carefully.  You must cite at least eight outside sources, using a variety of electronic and print sources.

Emphasis:  use of multiple sources with correct citations, incorporating factual information into a smooth and interesting piece, concrete detail, analysis, and accuracy.

             Suggested length:  8-10 typed pages.

4. Review/Evaluation: Establish criteria and use it to analyze a work of art.

            Emphasis:  audience, making critical judgments, description, style, and tone.

            Suggested length:  3-5 typed pages.

 

Grading

• Participation (About 20%)

This is a “workshop” class, dependent upon “peer group” work.  Your active involvement in the class is crucial for the success of class discussion and conference groups.  This portion of your grade will be based on your attendance, your active and energetic contributions in class, your conference performance, your drafts of appropriate length, handed in on time, and on your oral and written comments on others’ drafts.

• Journal (About 15%)

Your journal is a separate type of writing.  Its goal is developing fluency in both critical reading and academic writing.  You will complete five journal activities during the semester.  In these journals you will practice complex reading, writing, and thinking for a variety of college situations.

• Final Papers (About 65%)

At least four major papers will be written during the course.  All preliminary work for the paper (notes, drafts, conference materials, revisions, etc.) must be turned in with each paper.  All major compositions must be completed for credit in the course, and they must be turned in at the beginning of class on the day they are due.

***Late assignments will be accepted, but a deduction of one letter grade will be made for each day the assignment is late.  No allowances for absence will be made.

 

• Final Exam

You must turn in a portfolio of your work at the end of the course.  Save your journal, process folders, and final drafts.  A one-page cover letter describing the contents of your portfolio must accompany it.  Do not throw anything away!  This total package, with particular emphasis on the cover letter, will be the final determining factor for your course grade.  In other words, your course grade can be raised or lowered based on this final performance.

In order to receive credit for this course, you must turn in all required drafts and revisions.  If you do not, you are likely to receive a failing grade for the course.

 

Grading Standards

The grading policy in this course conforms to CLA guidelines.  (See page 9 of this syllabus.) Therefore a C is equivalent to basic fulfillment of requirements.  To achieve a grade higher than a C you must perform beyond the basic requirements. Please keep the following scale and criteria in mind:

A—Achievement outstanding relative to the level necessary to meet course requirements

B—Achievement significantly above the level necessary to meet course requirements

C—Achievement that meets the course requirements in every respect

D—Achievement worthy of credit, even though it fails to meet course requirements fully

F—Represents failure (or no credit) and signifies that the work was either: (1) completed but at a level of achievement not worthy of credit; or (2) was not completed, and there was no agreement between the instructor and the student that the student would be awarded an I.

Note:  A grade of incomplete (I) is given only in a genuine emergency, and generally only for work which is due during the last two weeks of the course. You must make arrangements with the instructor for an incomplete before the last day of class.

Extra Work (Sometimes Called “Extra-Credit”):  The College of Liberal Arts does not permit students to submit extra work in an attempt to raise their grade unless the instructor has specified at the outset of the course that such opportunities are afforded to all students.

 

Quantity of Work per Credit

The University Senate prescribes the quantity of work needed to earn a credit as three hours per credit per week or approximately 45 hours per credit per semester. The manner in which the course is taught determines how much of the work will be in the classroom, laboratory, library, or independent study and research. A student should expect to spend about 9 hours per week, including class time, on a 3-credit course.  (Students can expect to spend an average of eight hours per week on this course outside of class time.)

Upon successful completion of this course, students will receive four semester credits from the University of Minnesota, College of Continuing Education.  Credits are paid for by the Farmington School District.  These credits may be transferred to other colleges or universities via an official University of Minnesota transcript.  Students also receive a 1.5 English credit toward graduation at Farmington High School. 

 

Class Procedures

During the first weeks of class we will meet daily.  Near the fourth or fifth week of class we will begin meeting as a whole group on Mondays, Wednesdays, and Fridays.  Tuesdays and Thursdays will be reserved for one-on-one conferences with me and informal group work.  You are expected to use these Tuesdays and Thursdays to read, research, draft, and revise.  Together we will construct a calendar, rescheduling our Mondays, Wednesdays, and Fridays as needed to facilitate special high school activities.  We will periodically update this calendar.  You are responsible for keeping track of your calendar and keeping it up-to-date.

 

Student Writing Support

Students can get one-to-one consultations on any course paper or writing project at Student Writing Support.  Student Writing Support has several campus locations, including the main location in 15 Nicholson Hall.  See http://writing.umn.edu/sws/index.htm for details about locations, appointments, and online consultations.

 

Requirements/Expectations

First-Year Writing Program Absence Policy:

Unlike many courses at the University, first-year writing courses are small, discussion-oriented classes. For this reason, the First-Year Writing Program has developed a class attendance policy:

Excused absences include illness as verified by a doctor's note, death in the immediate family, jury duty, military service, religious observances, and participation in officially scheduled university student organization events (e.g., inter-collegiate athletics, ROTC, school sports events.  See the CLA policy at http://www.cla.umn.edu/cgep/3.html). Excused absences do not include vacations, transportation problems, or employment.  In case of an excused absence, you must notify your instructor of your excuse preferably before you miss class, but no later than 24 hours after the absence.

Missing the equivalent of one week or more of class with unexcused absences may result in a lower grade.   Missing the equivalent of three weeks or more with unexcused absences may result in failing the course.  In some cases, an excessive number of absences, even if they are excused, may result in a lower grade.

A student who is absent for any reason is responsible for all material and activities missed in class. Students must check with the instructor to find out what was missed.

Students are responsible for coming to class on time. Tardiness may be considered equivalent to unexcused absences. In addition, a student who is unable to function adequately in class (e.g., falling asleep or attending without appropriate materials or assignments) may be considered to have unexcused absences.

 

Note:  Each conference day counts as two absences.

 

Preparation and Responsibility: 

You must come prepared to all class meetings.  All assignments must be on time.

 

Plagiarism:   Plagiarism is the deceptive use of someone else’s words or ideas as if they were your own.  Plagiarism is considered to be theft, lying, and cheating all rolled up into one.  In this University of Minnesota course, the consequences for plagiarism include failure and removal from the course.  These consequences are real.  (Note the University’s Scholastic Dishonesty policy on page 8 of this syllabus.)

Plagiarism, representing someone else's intellectual work as your own, can result in a grade of F for the assignment, and may result in a grade of F for the course. Plagiarism can include submitting a paper:

• written by means of inappropriate collaboration
• written by you for another course, submitted without the permission of both instructors
• purchased, downloaded, or cut and pasted from the Internet
• that fails to properly acknowledge its sources through standard citations

Students must submit all final drafts to Turnitin.  I will neither read nor evaluate final drafts until this step has been successfully completed. 

 

Use of Computers:

All workshop and revised drafts of major assignments must be done on a word-processor. Because word-processors are powerful writing tools that can save time and greatly aid the processes of revising and editing, preliminary drafts are best done on a word-processor as well.

Students may use the University's public computer labs, including the ones in Wilson, Walter, and McGrath Libraries. No fee is charged, except to use lab printers. Students may also use one of the 16 Macs in the Center for Writing in 15 Nicholson.  University Technology Training Center (http://uttc.umn.edu/training/) schedules regular training sessions.  Students who think that computer access will present a serious difficulty should talk to the instructor immediately.

Keep copies of all your work in a folder dedicated exclusively to this course.  Back up your work on your computer and on an external drive or disk in case assignments get lost.

 

Online Resources:  All course materials and many course activities will be posted online.  Sign in at MyU Home (https://twin-cities.umn.edu/) to access our course Canvas site.

 

Learning Community Etiquette:  My goal as your instructor is to establish a safe and productive learning community where we can grow together as readers, writers, and thinkers.  To that end, we will embrace risk-taking by sharing our writing and thinking and by seeking feedback from our fellow classmates.  Sometimes the process will go well, and sometimes it will not.  The opportunity to try, to succeed, and even to fail, however, will be central to developing our academic voices. 

Please do not share any course materials or student work (online or otherwise), including drafts, papers, journal responses, conference comments, class discussions, audio or video clips, blog posts, sample papers, etc., with anyone outside our FHS WRIT 1301 course.  This policy of “good manners” will protect each learning community member’s intellectual property and also provide for the safe sharing of ideas.  

 

Manuscript Form:  All final copies of papers must be word-processed, double-spaced, two spaces after periods.  Rough drafts and journals must also be word-processed.  Follow MLA guidelines.  (Final drafts must be printed on one side of the paper only.  Rough drafts and journals may be printed back-to-back.)

 

Documenting Your Work:  Please keep copies of all completed assignments.  It is wise to keep a copy of all class materials (syllabus, papers, exams, journals, etc.) until credit recognition of the University of Minnesota course has been secured.  Your future undergraduate advisor may wish to see the materials to approve the course for use in your program.

 

College in the Schools Website/Student Information:

College in the Schools: Student Information can be accessed at https://ccaps.umn.edu/college-in-the-schools /.

 

Course Calendar:

See pages 11-12 of this syllabus.

 

Required Supplies:

• Three-ring binder with dividers
• Post-it Notes
• Computer paper and ink
• Students may spend up to $10 photocopying or printing drafts
• Access to the Internet
• Five pocket folders without fasteners
• or one pocket folder and one 3- or 5-inch three-ring presentation binder
• 100 4x6 note cards

 

University of Minnesota, Twin Cities Campus Academic Policies, Fall 2018

Student Conduct Code

The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.

As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf.

Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities."

Use of Personal Electronic Devices in the Classroom

Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/education/studentresp.

Scholastic Dishonesty

You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, the student may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/education/instructorresp.

The Office for Community Standards has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: https://communitystandards.umn.edu/avoid-violations/avoiding-scholastic-.... If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

Makeup Work for Legitimate Absences

Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/education/makeupwork.

Appropriate Student Use of Class Notes and Course Materials

Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/education/studentresp.

Grading and Transcripts

The University utilizes plus and minus grading on a 4.000 cumulative grade point scale in accordance with the following:

A	4.000 - Represents achievement that is outstanding relative to the level necessary to meet course requirements
A-	3.667
B+	3.333
B	3.000 - Represents achievement that is significantly above the level necessary to meet course requirements
B-	2.667
C+	2.333
C	2.000 - Represents achievement that meets the course requirements in every respect
C-	1.667
D+	1.333
D	1.000 - Represents achievement that is worthy of credit even though it fails to meet fully the course requirements
S	Represents achievement that is satisfactory, which is equivalent to a C- or better.

For additional information, please refer to: http://policy.umn.edu/education/gradingtranscripts.

Sexual Harassment

"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: https://regents.umn.edu/sites/regents.umn.edu/files/policies/Sexual_Harassment_Sexual_Assault_Stalking_Relationship_Violence.pdf

Equity, Diversity, Equal Opportunity, and Affirmative Action

The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf.

Disability Accommodations

The University of Minnesota views disability as an important aspect of diversity, and is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. 

• If you have, or think you have, a disability in any area such as, mental health, attention, learning, chronic health, sensory, or physical, please contact the DRC office on your campus (UM Twin Cities - 626.1333) or CIS Associate Director, Jan Erickson (j-eric1@umn.edu or 612.624.9898), to arrange a confidential discussion regarding equitable access and reasonable accommodations. 
• Students with short-term disabilities, such as a broken arm, canoften work with instructors to minimize classroom barriers. In situations where additional assistance is needed, students should contact the DRC as noted above.
• If you are registered with the DRC and have a disability accommodation letter dated for this semester or this year, please contact your instructor early in the semester to review how the accommodations will be applied in the course. 

Additional information is available on the DRC website: (UM Twin Cities - https://diversity.umn.edu/disability/ ) or e-mail (UM Twin Cities - drc@umn.edu) with questions.

Mental Health and Stress Management

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

Academic Freedom and Responsibility: for courses that do not involve students in research

Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.*

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost. [Customize with names and contact information as appropriate for the course/college/campus.]

* Language adapted from the American Association of University Professors "Joint Statement on Rights and Freedoms of Students".

 

WRIT 1301:  University Writing

Major Assignment Due Dates

From Sight to Insight

09/07/18          Writing from Experience                    pp. 10-71

09/24/18          Writing About People and Places       pp. 74-121

10/03/18          Factual Reporting                               pp. 125-175

11/09/18          Investigating Concepts                       pp. 178-223

11/12/18          Scholarly Research                             Hacker pp. 90-173

11/19/18          Strategies for Academic Writing        pp. 250-287

12/17/18          Critiquing the Arts                              pp. 362-398

 

Reader’s/Writer’s Journal from The Bedford Reader

09/17/18          Journal #1 Due

                        Required

                                    Reading Critically, including “Disability”     pp. 9-26

                        Choices

                                    “Fish Cheeks”                         pp. 94-98

                                    “The Chase”                            pp. 99-104

                                    “Once More to the Lake”       pp. 686-694

                                    “Museum”                               handout

                                    “Code Three”                          handout

                                    “The Dreamer”                        handout

 

10/01/18          Journal #2 Due

                        Required

                                    “The Pious Ones”                   handout

                                    “Mean Girls”                           handout

                                    “Friday Night Lights”             handout

 

10/15/18          Journal #3 Due

                        Required

                                    “Body Ritual Among the Nacirema”                                      pp. 316-323

                                    “Blood Loss”                                                                          handout

                        Choices

                                    “Behind the Formaldehyde Curtain”                                     pp. 305-315

“Remembering My Childhood on the Continent of Africa”  pp. 250-257

                                    “Fly-Fishing for Doctors”                                                      pp. 173-177

 

01/11/19          Journal #4 Due

                        Analysis and Evaluation

                                    Movie Review

 

01/18/19          Journal #5 Due

                        Converting MLA to APA Style

                                    Trend Analysis

 

Zinsser’s On Writing Well

10/08/18          Writing About People/Writing About Places             pp. 100-131

10/10/18          The Transaction/Simplicity/Clutter/Style                    pp. 3-23

10/31/18          The Audience/Words/Usage/Unity/The Lead and the Ending/Bits and Pieces pp. 24-91

01/04/19          Writing About the Arts/Humor                                   pp. 193-227

 

Papers

09/10/18                                              Personal Narrative Draft Due

09/12/18 – 09/13/18 and 09/26/18      Conferences

09/28/18                                              Personal Narrative Due

10/23/18                                              Ethnography Draft Due

10/25/18 – 10/26/18 and 11/05/18      Conferences

11/07/18                                              Ethnography Due

12/03/18                                              Trend Draft Due

12/05/18– 12/06/18 and 12/14/18       Conferences

12/21/18                                              Trend Due

01/09/19                                              Review Draft Due

01/09/19 – 01/10/19                            Conferences

01/16/19                                              Review Due

 

Portfolio Due Wednesday, January 23, 2019