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WRIT 1301 INTRODUCTION TO UNIVERSITY WRITING

Tuesday / Thursday 8:15am – 9:30am

Lind Hall, room 325

McKinley Green

gree1968@umn.edu

Nolte Center 335

Office Hours:

T/Th 9:30am – 11:00am

& by appointment

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WRIT 1301: Introduction to University Writing University of Minnesota, Twin Cities

Table of Contents

Course Outcomes.........................3

Grading Policy..............................4

Schedule......................................6

Official University Policies.........10

Two Notes First, I would love to hear from you; if

you have any questions or concerns about something we’ve covered in class, if you

want to personally discuss your development, if you are uncomfortable

about any content we cover, or if you just want to talk, please let me know.

Second, information in our course calendar is subject to minor changes based on how we develop as a class. For example, we

may need to add a discussion topic, eliminate unnecessary readings, or move

readings to different days.

Course readings available on Moodle

Voices: A Guide to FYW (available at UMN

Bookstores)

UMN Libraries

Access to a laptop, personal electronic device, or school

computer

Required Resources

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WRIT 1301 has three primary intended

outcomes. Through this course, I hope

you will develop:

• Rhetorical awareness. That is,

we will focus less on learning

grammatical conventions or

conducting sentence-level

revisions, and more on

constructing your writing for a

particular audience with a specific

purpose. Further, you will consider

how different writing technologies

and genre conventions inform your

interactions and your audiences’

interactions with a text.

• A process-oriented approach

to writing. This course offers a

context to think about: (a)

developing a set of flexible

writing strategies conducive to

your own learning style and

writing practices, (b) learning to

give and receive feedback on your

writing, (c) shaping your writing

based on feedback, and (d)

adapting your writing process for

different modes, genres, and

mediums.

• Practices for conducting

effective research. We will

explore campus resources for

finding external sources, practice

critically reading and evaluating

sources, and develop awareness of

citation conventions. Additionally,

we will practice methods for using

external information to support

claims.

• To work toward these outcomes,

our course will employ a range of

readings, reading responses,

activities, workshops, peer review

sessions, and one-on-one

meetings with me. I’ve found that

students get most when they

actively engage with course

activities, so I hope you will

participate in a way

productive for you.

Lastly, the University of Minnesota’s

policy on academic workload states that

one academic credit represents two to

three hours of academic work per week.

Because this is a four credit hour

course, expect, on average, 8-12

hours of work per week for our

course.

COURSE OUTCOMES

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Grade Distribution

Assignment Point Value

Writing about Writing 50

Rhetorical Analysis 150

Annotated Bib 150

Research Paper 200

Praxis 200

Participation 150

Moodle Posts 100

Total Points 1000

Grading Scale

Total Points Letter Grade

930-1000 A

900-929 A-

870-899 B+

830-869 B

800-829 B-

770-799 C+

730-769 C

700-729 C-

650-700 D

GRADING POLICY

Attendance

We will talk if things get out of hand, and I hope attendance will not be an issue. However, I will begin to dock points if you miss more than two classes without letting me know in advance (pending extreme circumstances). Because our class relies on in-class participation, I reserve the right to assign a failing grade to students who miss more than five classes without a valid excuse.

Use of Electronics While you are not required to do so, you are welcome to bring electronic devices (iPads, laptops, or cell phones) to class and use them as you see fit. In fact, some of our activities and workshops could be supplemented with access to internet-connected devices. If you would like to rent an electronic device, check out lib.umn.edu/media/equipment.

Writing about Writing 5%

Writing abt.

Writing5%

Rhetorical Analysis

15%

Annotated Bibliography

15%

Research Paper20%

Praxis20%

Participation15%

Moodle Posts10%

Grade Distribution

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GRADING POLICY (cont.)

Revision If you would like, you may revise your Rhetorical Analysis, Annotated Bibliography, and/or Research Paper assignments. If you decide to revise, here are the steps to take:

• You must meet with me in person, no more than one week after receiving your graded project.

• During our meeting, we will make a written plan for revision. • After our meeting, you have one additional week to turn in your revisions. • When you turn in your revised work, also turn in your original graded

paper and your revision plan. • I will completely replace the first grade with the revised grade, even if

your revised grade is lower than your original grade.

Moodle Posts

For certain readings, I expect you to submit a 200-word response to the day’s readings AND respond to one (1) other person’s post. I understand that life often gets crazy, so you are allowed to miss one (1) day’s Moodle post without any effect on your grade.

Turning in Work

I ask that you submit paper copies of all major projects (unless you are working on a digital project). I know this is neither technologically progressive nor environmentally friendly, but I can more easily read and give better feedback on paper copies.

Late Work

I don’t mind if you need extra time on an assignment, so let me know at least two (2) days in advance if you need an extension. If you turn in work late without clearing it with me, I will dock ten (10) points per day past the due date. I will not accept work that is more than five (5) days late, pending extreme circumstances.

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Writing about Writing Date In-Class Activities Homework Due

1/17 Course Introduction No Homework Due

1/19 Discussion How to write a Moodle Post

Have Read: “Committee on CCCC Language Statement / Students' right to their own language” from our Course Reserves Page

1/24 Discussion

Have Read: Horner et al., “Language Difference in Writing: Toward a Translingual Approach” from our Course Reserves Page Have Completed: Moodle Post

1/26 Introduce Rhetorical Analysis Have Completed: Writing About Writing Essay

Rhetorical Analysis Date In-Class Activities Homework Due

1/31 Defining rhetoric, practicing rhetoric

Have Read: “Backpacks vs. Briefcases” Have Completed: Moodle Post

2/2 Watch in Class: The Danger of a Single Story

Have Read: King, T “The Truth about Stories” from our Course Reserves Page

2/7 Practice reading like a writer

Have Read: “How to Read Like a Writer” Have Completed: Moodle Post

SCHEDULE

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Rhetorical Analysis (cont.) Date In-Class Activities Homework Due

2/9 In class writing Have Listened To: This American Life #573 Act One

2/14 Peer Review Have Completed: Full draft of Rhetorical Analysis essay

2/16 Introduce Annotated Bibliography Have Completed: Final draft of Rhetorical Analysis essay

Annotated Bibliography Date In-Class Activities Homework Due

2/21 Description of Annotated Bib Selecting Research Topics

Have Read: “Googlepedia” Have Completed: Moodle Post

2/23 Library Information Day No Homework Due

2/28 Example Annotations Plagiarism and Academic Integrity

No Homework Due

3/2

Citation Networks Evaluating Sources Citing Sources

Have Completed: 3 Annotations

3/7 Transitioning from Annotated Bib to Research Paper

Have Completed: Annotated Bib

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Research Paper Date In-Class Activities Homework Due

3/9 Supporting claims with evidence Avoiding universal claims

Have Read: At least 3 articles from “Whose Culture is it Anyway?” Have Watched: “Don’t Cash Crop on My Cornrows” Have Completed: Moodle Post

3/14 No Class – Spring Break No Class – Spring Break

3/16 No Class – Spring Break No Class – Spring Break

3/21 PIE Paragraphs Supporting claims with evidence

Have Read: The remaining 2 articles from “Whose Culture is it Anyway?”

3/23 Citing Sources Signal Phrases

Have Read: “Annoying Ways People Use Sources” Have Completed: Moodle Post

3/28 Synthesizing Sources

Have Read: Matthes, “Cultural Appropriation Without Cultural Essentialism?” from our Course Reserves Page

3/30 No class meeting – Individual Conferences

Have Completed: 4 pages of your essay

4/4 No class meeting – Individual Conferences

Have Completed: 4 pages of your essay

4/6 Peer Review Have Completed: full draft of your research paper

4/11 Introduce Praxis Have Completed: Final draft of research paper

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Praxis Date In-Class Activities Homework Due

4/13 Discussion How to Listen

Have Listened to: “Another Round Shot #7” Have Read: Ratcliffe, “Rhetorical Listening” from our Course Reserves Page

4/18 How to Contact an Expert Finding experts

Have Read: Grabill, “On Being Useful” from our Course Reserves Page Have Read: Email etiquette and Academic Email

4/20 Discussion

Have Read: Lorde, “The Transformation of Silence into Language and Action” from our Course Reserves Page Have Completed: Contacting an Expert

4/25 Discussion Planning your engagement

Have Read: “The Case for Reparations,” Listen to “Another Round, #29” Have Completed: Moodle Post

4/27 Discussion Have Read: “We are Protectors” and “Summer Music Series: Baby Shel”

5/2 Discussion

Have Read: Have Read: Anzaldúa, “How to Tame a Wild Tongue” from our Course Reserves Page Have Completed: Moodle Post

5/4 Course Reflections Have Completed: Praxis and Reflection

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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/default/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/Policies/Education/Education/STUDENTRESP.html.

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;

OFFICIAL UNIVERISY POLICIES

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or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she 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/Policies/Education/Education/INSTRUCTORRESP.html.

The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. 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/Policies/Education/Education/MAKEUPWORK.html.

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/Policies/Education/Education/STUDENTRESP.html.

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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/Policies/Education/Education/GRADINGTRANSCRIPTS.html.

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: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

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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/default/files/policies/Equity_Diversity_EO_AA.pdf.

Disability Accommodations:

The University of Minnesota is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.

If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DS at 612-626-1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations.

If you are registered with DS and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course.

For more information, please see the DS website, https://diversity.umn.edu/disability/.

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.

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Academic Freedom and Responsibil ity, for courses that 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 and conduct relevant research. 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.* When conducting research, pertinent institutional approvals must be obtained and the research must be consistent with University policies.

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.

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

Incompletes: There will be a symbol I (incomplete) awarded to indicate that the work of the course has not been completed. The I will be assigned at the discretion of the instructor when, due to extraordinary circumstances (as determined by the instructor), the student who has successfully completed a substantial portion of the course's work with a passing grade was prevented from completing the work of the course on time.

For further information see Section D here: http://policy.umn.edu/education/gradingtranscripts

WRIT 1301 Intended Outcomes:

Develop a process of writing • control pre-writing and planning strategies to arrive at a focused topic for a paper • craft thesis statements that indicate a clear position on a topic and tie the

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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 • produce a researched paper that analyzes, synthesizes, and documents source material Explore diverse contexts, resources, and choices in writing • communicate their ideas and those of others to specific audiences • write in appropriate academic genres and digital 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