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English 300-016C: Advanced Writing MW 1:50-3:20pm Swart Hall 126 Spring 2018

Dr. Maria Novotny Radford 222 (office) novotnym@uwosh.edu (920) 424-7475 Online Office Hours: Tuesday’s 3pm-4:30pm In-Office Hours: Wednesday’s 11am-12:30pm

Department of English University Studies Program

course description

English 300, Advanced Writing / Connect will use the three signature questions of UWO’s University Studies Program (USP) as tools for analyzing, researching, and composing arguments about contemporary public issues: How do people understand and engage in community life? How do people understand and create a more sustainable world? How do people understand and bridge cultural differences?

course texts There is one text that you are required to purchase for this course: Eli Review. This is an online peer review software system that we will use frequently throughout the semester. A subscription to Eli Review is available through the University Book Store or PayPal. ($25/6 month subscription). All other readings will either be provided to you via D2L (Desire2Learn) or through email prior to the class in which they’ll be read.

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learning outcomes

To accomplish the broad goals of this course, we will focus on:

1) Understanding the knowledge, skills, and attitudes central to UWO’s essential learning outcomes and the University Studies Program’s signature questions.

2) Adapting skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues.

3) Evaluating the effectiveness of the signature questions as lenses for investigating topics of local, national, or global importance.

4) Developing a researched essay that connects and differentiates between perspectives. Writing will be your primary mode of inquiry in this course.

Through shared readings, class discussion, reflective writing, and collaborative and/or individual research, you will critically examine issues in liberal education and you will connect educational experiences to your future roles as a citizen and professional.

the value of integrative learning

English 300 will involve actively synthesizing connections between multiple written perspectives and human experiences to deepen understanding of select common issues. Writing is focused on identifying and solving problems. To provide a common language for this central course endeavor, the following rubric will be helpful: Integrative Learning Value Rubric

writing goals

All sections of English 300, Advanced Writing / Connect include common required, graded writing assignments, as well as assignments and activities developed by each individual instructor. Regardless of section, written and associated work is intended to help develop the following skills and dispositions:

Rhetorical Awareness

Advanced composition teaches students to approach the writing situation from the perspective of audience, purpose, and style. Students will learn to vary and adapt their language to meet the rhetorical and ethical demands of diverse situations, perspectives, and audiences.

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Analytical Reading

Readings from a variety of genres and disciplines (professional journals, research papers, articles, essays, etc.) enable students to analyze, evaluate, and respond to another writer’s arguments or ideas.

Synthesis and Judgment

Students will take a position on a given issue and advance that position into a coherent written product. Students will synthesize and organize ideas and information from various sources into new, more complex interpretations and relationships. They will judge the value of information, arguments, and methods. They will learn to craft a thesis that positions the writer’s point of view within previous work on a topic. They will understand that arguments entail evaluating evidence and reasoning and analyzing the relationships between an essay and its intended audience.

Study of Craft

Students should understand that the writing process includes an understanding of grammar and mechanics and an ability to manipulate prose styles for the writing situation. They should recognize that their position as a writer further depends on adhering to professional standards of documentation and the ethical use of information (such as familiarity with MLA or APA formats).

Research

Students will identify a significant issue to research; analyze a variety of print, electronic, visual, and/or oral materials from multiple fields of study that enable them to answer questions and solve problems; and present their findings in at least one research-based paper. You will compose a minimum of 7000 words during the semester, of which at least 3500 will be based on sustained analysis and research of a significant topic or issue, reflected in the Bibliographic Essay and Final Research Essay Project. The research essay will explore an answer to a specific research question about a particular public issue of local, national, or global importance and make an argument for a specific perspective about the issue based on your research.

course assignments This writing course is designed to reflect on your prior experiences in the liberal arts at UWO, develop skills necessary for success in producing strong academic research, and provide moments of practice with forms of advanced writing that you will be exposed to after this

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course – either in your major and/or future career. As someone who has spent the last six years as a student higher education, I have learned that to be a researcher requires planning, understanding when you need to revise your plan, how to navigate or find sources, and how to assess source content. This class then is structured to provide you these experiences. In sum, we will learn that do research and write for different audiences and in different forms (advanced writing) is not always cut and dry, it evolves, is revised and, ultimately, changes.

This course connects to other ENG 300 Advanced Writing courses as our thematic topic is your experience in the liberal arts / Gen Ed in the USP program at UWO. Each unit, or module as I call it, builds off each other to create an in-depth assessment of your liberal arts education and, later, projection of how you will leverage those experiences in your intended major/career. These outcomes are intended for you to draw upon the USP values of reflection, exploration, synthesis and integration (asked of all ENG 300 Advanced Writing courses).

Below you will find each module (assignment) name, the number of points each is worth, and a brief description of what you should expect to experience. NOTE: You must complete and submit every one of these modules in order to pass the class.

REFLECT: Higher Education & Liberal Learning (150 points)

o In this module, students will reflect by creating a visual map of their liberal arts learning at UWO. Attached to the map will be a short, annotated story that guides me through their learning. As a new faculty member to UWO, I, too, am learning about student’s relationship to the USP and liberal learning goals. This module asks students to literally create maps of their experiences, attending to their affect and questions that were raised. The objective is to create visual narrative about what it looks like to live the USP courses.

o Readings in this unit will generally be focused around the USP and liberal learning at UWO.

EXPLORE: Academic Discovery Project (200 points)

o In this module, we will begin to explore how your experiences at UWO and in the USP relate to larger contemporary conversations about the liberal arts. Students will read essays that focus on the debate between the liberal arts and technical education. Drawing upon this set of readings, students will create a research proposal that centers around a particular question related to their experiences in USP courses, their current/intended major, and life after graduating from UWO. Preliminary research will be conducted and research practices will be taught.

SYNTHESIZE: An Annotated Bibliography (300 points)

o In this module, students will shift from preliminary research to creating an annotated bibliography that addresses the research question posed in the Academic Discovery Project. Using academic research skills, students will consult peer-reviewed journals and interview individuals in their field to

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address their research question. As an annotated bibliography, students will then synthesize their research findings to their question.

o A reflective narrative will also be attached, noting how students research shifted/evolved given what they predicted in their Academic Discovery Project (the research proposal). This narrative is meant to reward the messiness and time consuming nature that is academic research.

INTEGRATE: Final Research Assessment Project (250 points)

o In this final module, students will now transition their research findings into a final researched project. Three deliverables will factor into the student’s grade. (1) Students will develop a proposal for this last module, based on their findings throughout this class. This proposal will detail the final deliverable they will create and present to the class. (2) It is required that the product created for the final project demonstrates and provides the student practice with a form of advanced writing that will be relevant to the student in their future major/career. A variety of options are allowed and creativity is encouraged for this project. (3) Students will present close-to-final drafts of these projects during the last week of class.

Class Participation (100 points)

o This is an advance writing class, which means, in class we will be spending most of our time either writing, reading other people’s writing, or talking about writing. As someone who received her PhD in Writing & Rhetoric, I believe that to become a better (or advanced) writer you must learn how to become an effective peer reviewer. Feedback is key to understanding the rhetorical constraints of a writing assignment. As such, in class, we will be giving a lot of peer-to-peer feedback using Eli Review. It is thus expected that you come to class and also participate in the writing activities we do in class. You will not become a better/advanced writer by sitting at home or at a coffee shop writing by yourself.

o With all this, of course, when illness or an unexpected incident occurs, I understand that this may impact your attendance. Please email me in advance to let me know you cannot attend so that we can arrange a time to make up work you missed in class. With that, I will allow up to four absences. If you miss more than four classes, your overall grade will be reduced. If you do miss some “key” classes, aka presentation days or Eli Review days, your grade for the module we are working on may be reduced. This is because my grading rubrics for each module factor in your classroom participation in peer review. I also want to stress that simply showing up and answering the peer review questions will not get you a high participation grade. In sum: just be engaged.

grading criteria

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In this class, you can earn up to 1000 points. Your semester grade will be based on the number of points you earn during the semester:

930-1000 points = A 670-699 points = D 900-929 points = A- 630-669 points = D+ 870-899 points = B+ 600-629 points = D- 830-869 points = B 599 and below = F

800-829 points = B- 770-799 points = C+ 730-769 points = C

700-729 points = C-

Your grade in this class will be determined by the quality of attention and seriousness in which you approach the content (including peer review) of this class. I want to emphasize that if you turn in the work, you will pass the class. That said, if you want to earn an “A”, you will have to perform above the minimal expectations. Points will be assigned according to the following criteria (but more specific criteria will be presented with each assignment):

Outstanding (A level work): Written work reveals strong writing skills and a deep understanding of research principles as applied to course assignments; only very few minor editorial adjustments needed in documents; exceptional content knowledge, research, and preparedness.

Strong (B level work): Written work reveals adequate/acceptable writing skills and a basic understanding of research principles as applied to course assignments; several minor editorial adjustments needed in documents; good content knowledge, research, and preparedness.

Acceptable BUT Needs Work (C level work): Written work occasionally reveals less than adequate writing skills and/or difficulties understanding and applying research principles as applied to course assignments; a few major editorial problems in documents; occasional evidence of inadequate or inconsistent content knowledge, research, preparedness.

Weak (D and below level work): Written work reveals significant problems in terms of writing ability and/or major misunderstanding of research principles as applied to course assignments; frequent evidence of inadequate or inconsistent content knowledge, research, preparedness.

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course policies Attendance: As I explained in the “class participation” section, I treat attendance like

participation. As writing class, it is imperative for your own success to come to class.

With that, I am human and understand that life happens. If you are sick, dealing with a

family emergency, or are encountering some other difficulty that impedes your ability to

come to class, I ask that you email me in advance to let me know. Emailing me will allow

me to coordinate with you outside of class how to best make up the time that you

missed. Also, I follow UWO guidelines listed in the handbook and adhere to allowing up

to 2 weeks of missed class (which is the equivalent of missing 4 class periods). After you

miss the fifth class, I reserve the right to deduct from participation points from your

overall letter grade. Note: I do reserve the right to deduct points from your module

when you are unable to participate or provide moderate participation with peer review.

D2L & Submitting Course Work: All graded work will be uploaded via D2L. For every

module/assignment, I will hand out a module/assignment description. This description

will detail dates and times of when all assignments are due.

Office Hours: I offer both face-to-face (in-office) office hours and “virtual” (online) office

hours. I respect that some students commute or simply cannot always get to campus. Given

this, I will be on my UW Oshkosh email during my “virtual” (online) office hours. Feel free

to “chat” with me using the Google Interface and if needed, we can do a Google

Hangout. This is similar to video conferencing and Skype. My face-to-face office hours will

take place in my office which is 222 Radford Hall. If none of these times work to meet,

please email me in advance so that we can schedule something outside of these times.

Electronics: I do not ban digital technologies in class; I try to embrace them and

integrate them into my courses. Why? Because I understand that digital devices can be

a tool for creating an engaged learning environment. Plus, in today’s world, if you are

writing – you are likely writing on a tablet, phone or other digital product. However, I

will expect that your use of your digital devices will be primarily for engaging in our

class. From time-to-time, I understand you may need to check in with your friends,

family, and loved ones as needed. But please do not make a habit out of directing your

attention to social media, texting, or digital games in ways that do not pertain to class. I

won’t stop you (unless I’m feeling extra cranky that day), but I will note it down and take

points away from your participation grade.

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Late Work: Unfortunately, most of the assignments in this class will not be able to be

turned in late due to the nature of their creation. If you cannot manage to turn

something in on time, I ask that you speak with me immediately to determine a plan of

action that allows you to still earn credit and participate in the class. Assignments

turned in late will be deducted points, typically 10 points are automatically reduced.

This changes slightly depending upon how late the assignment is.

Confidentiality: We may talk about serious topics in this class. We may also be writing

about serious topics that are personal, leaving the writer to feel vulnerable. We will

practice respect for views that may be different as long as these views are not violent or

misogynist. Further, I reserve the right to disclose any incident that may threaten the

safety and security of this class and/or student in this class. Such incidents may include

sexual violence and assault, child abuse, and/or self- inflicted harm. If you need to

confide something to me, though, I will respectfully listen, offer my support, and

recommend the appropriate services to see that you receive additional and appropriate

support and care. Please do not talk yourself out of speaking to someone you trust if

you are in need of help!

Academic Honesty: I take academic honesty seriously. Plagiarism will not be accepted

and/or tolerated in this class. If plagiarism is evident and/or suspected, we will pursue it

in accordance with University Policy. You are expected to develop original work for this

course. Please do not submit work already created for a previous course. Note: To be

clear though, much of this work requires original writing and cannot be bought online. I

work from the assumption that you are students that have chosen and making sacrifices

to come to college. As such, you are choosing and valuing your own self-learning. I try to

abide by that approach when I teach any course.

resources for students

Counseling Center: The Counseling Center provides free and confidential services, including individual and group counseling, crisis services, and wellness workshops, to all UWO students. To make an appointment or learn more, stop by room 240 in the Student Success Center, call 424­ 2061, or visit http://www.uwosh.edu/couns_center/students.

Dean of Students: The Dean of Students office is an excellent first stop if you experience a crisis or emergency. They can assist you with finding appropriate on­ and off­campus resources, navigating an extended period of absence or a withdrawal from school, and reporting and/or recovering from harassment, violence, or another crime. Visit the office in Dempsey 125, call 424­ 3100, or go online to http://www.uwosh.edu/deanofstudents.

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Disability Services: If you would benefit from any disability­related accommodations or assistance in this classroom, let me know as soon as possible and I’ll do everything I can to help. If you haven’t already done so, you’ll want to contact Disability Services (Dean of Students Office, 125 Dempsey Hall, 424­3100) for the University accommodation request form and documentation requirements.

English language tutoring: Non­native English speakers can receive help with processing course materials, speaking and writing English, and understanding English grammar. Email Amy Jacobson at jacobsoa@uwosh.edu or call her at 424­0775 to make an appointment.

Information Literacy Librarian: Polk Library offers many professional librarians who can help you find library resources for your research. Specifically, Ted Mulvey, the Information Literacy Librarian, will be working with us at multiple points in the semester, but feel free to contact him at any time (phone: 920­424­7329; email: mulveyt@uwosh.edu.). You may also set up a research advisory session with a librarian at: rap@uwosh.edu.

Writing Center: The Writing Center offers free one­to­one tutoring designed to help beginning and advanced writers work through assignments and gain additional writing skills. Trained peer consultants can assist writers at any stage of the composition process, from brainstorming for topics before writing to fine­tuning a final draft. Writers can make an appointment or drop in to see if anyone is available. The Writing Center is located in Suite 102 of the Student Success Center, across from Reeve and Polk on Elmwood Avenue. Learn more at http://www.uwosh.edu/wcenter. As a previous Writing Center tutor and instructor, I highly value and recommend your use of the center. It can be a great place to start when you feel writers block coming on.

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course schedule Please be advised that as the instructor, I reserve the right to revise the syllabus (including this schedule) to meet student/s or university needs. If revision is necessary, I will make every effort to work with you and ensure that you are notified as far in advance as possible. You will realize in this class that some activities/readings may be moved or removed, this is because the class is about giving you an experience of how research shifts and changes. As such, the material I propose below may need to be shifted or altered to best match your experience in this course. With that, none of these modules will change nor will the order in which we experience these modules.

Week Theme of Day/Module

What We Will Do

Week 1 Jan. 29 (M)

Introductions, Info on the Class & Background

Go over the course, introduce ourselves, fill out a general skills survey, address questions about the class. Please be sure to purchase Eli Review by Wednesday, January 31st.

Jan. 31 (W)

Module 1 Introduce Module 1: Reflect: Higher Education & Liberal Learning Come to class (c2c) having read: UWO’s statement of core values (link on D2L); USP’s List of Essential Learning Outcomes (link on D2L); review the USP website (link on D2L). In class, we will create a list of the USP courses you have taken at UWO with a sentence or two describing what these courses were about. Peer review these using Eli Review.

Week 2 Feb. 5 (M)

Module 1 Planning Module 1: Reflect: Higher Education & Liberal Learning Discussing “Concepts Maps” C2C having read: “What Can Design Thinking Offer Writing Studies” (pdf on D2L); “Making Learning Visible: The Role of Concept Mapping Higher Education” (pdf on D2L); “How to Make a Concept Map” (link on D2L). Bring to class (b2c) your map proposal. We will be uploading these to D2L and peer reviewing them in class.

Feb. 7 (W)

Module 1 Peer Review of Module 1: Reflect: Higher Education & Liberal Learning

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C2C having read: “Feedback and Revision: Eli Review Module 1-6” (link on D2L). B2C: a full draft of your concept maps and your narrative explanation of the map. We will be uploading these to Eli Review and peer reviewing in class.

Week 3 Feb. 12 (M)

Module 1 Refining Module 1: Reflect: Higher Education & Liberal Learning B2C: a revised, full draft of your concept map and a revised, full draft of your narrative (based on your revision plan). We will be uploading these to D2L and peer reviewing and discussing in class.

Feb. 14 (W)

Module 1

No Class. Module 1 is due to D2L by 11:59 PM on Friday, February 15th

Week 4 Feb. 19 (M)

Module 2 Introduce Module 2: Explore: Academic Discovery Project C2C: having read “Just What Are The Liberal Arts Anyway?” (link on D2L); “Higher Education: Drop the Term ‘Liberal’ Arts” (link on D2L); “Why I Am Telling Some of My Students Not To Go To College” (link on D2L); “Why We Need the Liberal Arts Now More Than Ever” (link on D2L); “Why Tech Industries Are Demanding More Liberal Arts Graduates” (link on D2L). In class, we will turn our exploration of the liberal arts beyond your experience at UWO. Now, we will look at the liberal arts in relation to your major/intended career. Class time will be spent generating inquiry around defining “liberal art skills” and “your major/career skills.” B2C: When you came to UWO, what types of research assignments did you encounter? How did these assignments differ from high school? How did you figure out “how to do” research. Now, turn to module 2, what else can you predict needing to know so that you can do this research well? What are some things you want to learn? What are some things you could teach to the class?

Feb. 21 (W)

Module 2 Planning Module 2: Explore: Academic Discovery Project – Research Questions: What are they?

C2C: having read “How to Write a Research Question”

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We will discuss academic research, a research proposal, and the resources available to you here at UWO conduct research.

Week 5 Feb. 26 (M)

Module 2 Drafting Your Research Questions B2C: your research question and a list of 3 sources that you plan on consulting to help you answer your question and a hypothesis of what you are hoping to find out by asking these questions

Feb. 28 (W)

Module 2 Revising your Research Questions: Refining the Questions B2C: a revised set of your research questions with new/added sources and how you see this question fitting your interest in what you want to know. We will focus on how the question you ask impacts what you find.

Week 6 Mar. 5 (M)

Module 2 Peer Review of Your Research Proposal: Methods B2C: a draft of your full research proposal. We will focus on methods and evaluation of methods in this peer review.

Mar. 7 (W)

Module 2 Peer Review of Your Research Proposal: Everything Comes Together (aka Assembling the Puzzle) B2C: a draft of your full research proposal. We will focus on all sections once more before you turn this module in.

Your Module 2 is due to D2L by 11:59 PM on Friday, March 9th

Week 7 Mar. 12 (M)

Module 3 Introduce Module 3: Synthesize: An Annotated Bibliography C2C: having read “Purdue OWL: Annotated Bibliographies” (link on D2L); and “Bibliographic Instruction and Critical Thinking: The Contribution of the Annotated Bibliography” (pdf on D2L). Read also sample annotated bibliographies, posted on D2L.

In class, mid-semester check-in moment.

C2C: Upload to D2L two to three paragraphs describing your prior experience creating an annotated bibliography. Have you done this before? If so, for what class? What did that experience feel like? Was it hard? Difficult? Interesting? How do you predict this module to be similar or different to your prior experiences?

Mar. 14 (W)

Module 3 No Class. Maria Is Gone For A Conference.

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Week 8 Mar. 19 (M) & Mar. 21 (W)

Spring Break No Class!

Week 9 Mar. 26 (M)

Module 3 Planning Module 3: Synthesize: An Annotated Bibliography

Share Out What I Found from Mid-Semester Check In Moment.

B2C: your module 2 research proposal and two to three paragraphs describing: (1) if you will continue answering this question for your annotated bibliography; (2) if you plan on changing it, why and what will you need to now include?; (3) if you plan on sticking with this proposal, what types of prior research do you think you can keep. We will be uploading these to Eli Review and peer reviewing.

Mar. 28 (W)

Module 3 Peer Review of Module 3: Synthesize: An Annotated Bibliography – the summary B2C: three annotations that you plan on using in your proposal. We will be peer reviewing these, paying attention to the genre conventions – this time summary.

Week 10 Apr. 2 (M)

Module 3 Peer Review of Module 3: Synthesize: An Annotated Bibliography – the evaluation B2C: three annotations that you plan on using in your proposal. We will be peer reviewing these, paying attention to the genre conventions – this time evaluation.

Apr. 4 (W)

Module 3 Peer Review Module 3: Synthesize: An Annotated Bibliography – Crafting the Synthesis Paragraph B2C: a full draft of your annotated bibliography. We will be uploading these to Eli Review and peer reviewing in class. This peer review will pay attention particularly to how well your sources are addressing your guiding research question.

Week 11 Apr. 9 (M)

Module 3 No class. We will not meet during our class period. Continue to work on annotated bibliography.

I will be in my office during this time for individuals to see me and discuss their challenges with the annotated bib.

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Apr. 11 (W)

Module 3 No class. We will not meet during our class period. Continue to work on annotated bibliography.

I will be in my office during this time for individuals to see me and discuss their challenges with the annotated bib.

Week 12 Apr. 16 (M)

Module 3 Refining Module 3: Synthesize: An Annotated Bibliography – Reflective narrative B2C: a draft of your reflective narrative. We will be uploading these to Eli Review and peer reviewing in class.

Apr. 18 (W)

Module 3 Refining Module 3: Synthesize: An Annotated Bibliography – Reflective narrative B2C: a draft of your reflective narrative. We will be uploading these to Eli Review and peer reviewing in class. Your Module 3 is due to D2L by 11:59 PM on Friday, April 20th

Week 13 Apr. 23 (M)

Module 4 Introduce Module 4: Integrate: Final Research Assessment Project C2C: having read “The 5 Paragraph Essay Transmits Knowledge” and “Training Advanced Writing Skills: The Case for Deliberative Practice”. We will work on defining “what is advanced writing” and incorporating that into our final project. Conferences for the following week will be selected.

Apr. 25 (W)

Module 4 Planning Module 4: Integrate: Final Research Assessment Project B2C: a draft of your proposal for your Module 4 project. Examples of this project proposal will be shared on D2L. These will be peer reviewed in class.

Week 14 Apr. 30 (M)

Module 4 Planning Module 4: Integrate: Final Research Assessment Project

No class, just come to your assigned conference time.

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Conferences with Maria May. 2 (W)

Module 4 Planning Module 4: Integrate: Final Research Assessment Project

No class, just come to your assigned conference time. Conferences with Maria

Week 15 May. 7 (M)

Module 4 Refining & Presenting Module 4: Integrate: Final Research Assessment Project Members of the class will present their Module 4 to the class.

May. 9 (W)

Module 4

Refining & Presenting Module 4: Integrate: Final Research Assessment Project Members of the class will present their Module 4 to the class.

Your Module 4 is due to D2L by 11:59 PM on Friday, May 11th