Embed Size (px)
Citation preview
Syllabus
Topic Page
Find Us Online 2
Assignment Prompt 3
Suggested Readings 4
Writer’s Workshop Guidelines 5–6
How to Submit Drafts of your Paper 7
How to Make Copies for your Assigned Workshop Dates 8
The SummerTIME Checklist 9
Morning Seminar Schedule 10–11
Afternoon Workshop Schedule 12
Making Your Voice Count | page 2
Summertime online Pullias Center for Higher Education
http://pullias.usc.edu/
MLA formatting
Find “Easy Writer” MLA help here:
http://bcs.bedfordstmartins.com/easywriter3e/docsource/1a.asp
MLA Guide at the Purdue Online Writing Lab (OWL)
http://owl.english.purdue.edu/owl/resource/747/01/
Making Your Voice Count | page 3
The paper Rationale
A college-level argumentative paper gives you the opportunity: (a) to think seriously about a question of
interest to you, (b) to build on the research of others by contributing your own insights to the topic, and
(c) practice important academic skills such as conducting library searches, managing time, organizing
information into coherent ideas, substantiating arguments using research, presenting insights about the
research, and (most importantly) challenging yourself intellectually to consider (and write what you really
believe).
Assignment
You will write a 12–15 page paper (double spaced, Time New Roman, 12-point font with one-inch
margins) that expresses a viewpoint on activism and espouses your personal philosophy about civic
responsibility in the context of a social problem about which you are passionate. Your paper will use
MLA style to cite between 5 and 7 sources. The content of the paper should:
(1) Define activism and locate your own thinking about social responsibility using at least two of
SummerTIME’s suggested articles.
(2) Identify a social problem that is personally meaningful to you.
(3) Present the key cultural, political, and economic issues associated with this social problem using
outside research (a minimum of 3–5 sources in addition to the 2 used to define activism and social
responsibility).
(4) Acknowledge contrasting viewpoints.
(5) Extend your definition of activism to address the social problem.
(6) Theorize possible outcomes as a result of your approach.
(7) Explain the significance of your approach in a global context of engaged citizenship.
The Process
You will produce 4 drafts, the first 3 of which will receive peer and instructor feedback. Each draft should
be a complete paper with an introduction, multiple body paragraphs, and a conclusion. A complete paper
signifies a complete cycle of the writing process.
What this paper is not … What this paper is …
This is not a paper that you simply make longer
each week. This is not a book report about a social
problem.
This is a college-level paper in which you argue
your beliefs about an important social problem,
suggest an approach to solving the problem, and
support your position using outside sources.
For each draft, the following expectations must be met: Draft # Due Length # of Cites Content
Draft 1 7/6 5–7 pgs. 2 cites
Define activism and locate your own thinking about social
responsibility.
Identify a social problem that is personally meaningful to you.
Draft 2 7/13 10 pgs. 5 cites Present the key cultural, political, and economic issues associated
with this social problem using outside research.
Draft 3 7/20 12–15 pgs. 5–7 cites
Acknowledge contrasting viewpoints.
Extend your definition of activism to address the social problem.
Theorize possible outcomes as a result of your approach.
Draft 4 7/26 12–15 pgs. 5–7 cites Explain the significance of your approach in a global context of
engaged citizenship.
Making Your Voice Count | page 4
Suggested readings
Baldwin, James. "The Creative Dilemma." American Literature: Ginn Literature Series. Eds.
Porter, Terrie and Bennett. Lexington, MA: Ginn, 1981. Print.
Boyer, Ernest L. “The Scholarship of Engagement.” Bulletin of the American Academy of Arts
and Sciences 49.7 (1996): 18–33. Print.
Checkoway, Barry. “Renewing the Civic Mission of the American Research University.”
Journal of Higher Education 72.2 (2001): 125–147. Print.
Christian, Barbara. "The Race for Theory." Feminist Studies 14.1 (1988): 67–79. Print.
Dees, J. Gregory. The Meaning of Social Entrepreneurship. Palo Alto, CA: Stanford University,
1998. Print.
Ehrlich, Thomas. “Civic Learning: Democracy and Education Revisited.” Educational Record
78.3-4 (1997): 55–65. Print.
Hamrick, Florence A. "Democratic Citizenship and Student Activism." Journal of College
Student Development 39.5 (1998): 449–60. Print.
James, C. L. R. "Black Studies and the Contemporary Student." The C.L.R. James Reader.
Indianapolis. IN: Wiley-Blackwell (1992). Print.
King Jr., Martin Luther. Letter from Birmingham Jail. Palo Alto, CA: Stanford University’s The
Martin Luther King, Jr., Research and Education Institute, Stanford University, 1963.
Print.
Koffel, Carla. "Globalisation of Youth Activism and Human Rights." Global Youth Action
Network and Peace Child International (2003): 117–27. Print.
Kumar, Raj. "Social Enterprise: It Takes a Network." What Matters (2010).
<http://whatmatters.mckinseydigital.com/social_entrepreneurs/social-enterprise-it-takes-
a-network>.
O'Donovan, Caroline. "The Most Empowered People on Earth." Huffington Post (2011).
<http://www.huffingtonpost.com/caroline-o/the-most-empowered-
people_b_850008.html?view=print>.
Terkel, Studs. "Community in Action." 2005. This I Believe. National Public Radio.
<http://www.npr.org/templates/story/story.php?storyId=4963443>.
Wilhite, Stephen C., and Paula T. Silver. “A False Dichotomy for Higher Education: Educating
Citizens vs. Educating Technicians.” National Civic Review 94.2 (2005): 46–54. Print.
Making Your Voice Count | page 5
Writer’s workshop Rationale
The writing workshop is your opportunity to practice the art of being a self-sufficient writer. You
will become fluent in both giving and receiving meaningful critique. You will see how your
relationship with other writers improves your own writing. You will come to see yourself as
more than just a student who writes; you will be a writer.
Note that the following are basic structural elements. The workshop is about writers, not rules.
Any changes should be ratified by each member of the group. You are a team. You are a family.
You are a community of writers.
Author Responsibilities
The author makes no disclaimers, apologies, or explanations about the work to be read.
The author reads his or her work aloud to the group. The process of reading aloud forces us
as writers to confront problems in the piece we may otherwise overlook.
The author provides 2–3 pages (500–750 words) for critique. The author may choose to
focus on a paragraph or two during critique, but he or she should provide the expected
number of pages regardless.
Authors are expected to e-mail their work as an attachment the night before a scheduled
critique. Copies will be available for pick-up in the PULLIAS office after 11:30 a.m.
Immediately after reading, the author listens in silence. The author’s job is to absorb the
comments and take notes.
The author thanks the workshop and should briefly articulate his or her revision strategy
based on what has been said in critique.
Reader Responsibilities
Workshop members critique the piece one at a time in a prearranged order (e.g., round robin).
Critiques balance comments between what “is working” and what “needs work.”
Each reader should comment for approximately 3 minutes. Less than that is letting the author
down. More than that is equally ill-mannered. Don’t ramble. This isn’t about you.
Focus your comments on craft. The SummerTIME checklist should guide your critique.
Stick to one or two issues. Chances are, if something you left out truly is an important point,
another workshop member will bring it up.
If you agree with a comment already made, briefly reiterate the point, but don't dwell on it.
Don’t critique a critique. If you disagree with a point made by a previous workshop member,
briefly state so and move on.
Making Your Voice Count | page 6
Listen carefully to all the critiques. Inevitably, the problems occurring in someone else’s
piece will appear in your own work. Listening to and absorbing the critiques of others’ work
is the single most important part of the writing workshop process.
Leader Responsibilities
The leader’s primary function is to safeguard the group-conscience as stated in these
guidelines.
Some rules are likely to be broken accidentally, and the day’s leader should gently remind
members what is collectively expected.
Making Your Voice Count | page 7
How to submit drafts E-mail formatting
All e-mail submissions at SummerTIME and in college should be as file attachments. Files must
be .doc or .docx.1 Do not submit written work by pasting it in the body of an e-mail.
For the paper
1. Each draft of your paper must be submitted as an e-mail attachment to:
2. Your instructor must be copied (cc-ed) on your e-mail as well.
Here is a list of instructor e-mails for referential ease:
Name E-mail
Yanira Cartagena [email protected]
Donna Escalante [email protected]
Juan Fernandez [email protected]
Lisa Fitzgerald [email protected]
Raeanna Gleason [email protected]
Sharon Luk [email protected]
Brandon Martinez [email protected]
Ruben Mendoza [email protected]
Flavia Tamayo [email protected]
1 Note that you can use Google Docs to save your work as a .doc file. Learn how at:
https://docs.google.com/.
Making Your Voice Count | page 8
How to make copies You are responsible for making sure copies of your work are available for your assigned
workshop dates.
How to get copies made at PULLIAS
1. E-mail your 2–3 pages (500–750 words) by midnight the night prior to your workshop date.
2. Please make sure your name and your instructor’s name are in the header of the document so
it can be placed in the correct outbox in the PULLIAS office.
3. 12 copies will be available for pick-up in the PULLIAS office at 11:30 a.m. on the day of
your critique.
4. The e-mail address for making copies is:
5. The subject of your e-mail should read: FOR COPYING.
6. As always, your file must be sent as a .doc or .docx attachment.2 Do not submit written work
by pasting it in the body of an e-mail.
2 Note that you can use Google Docs to save your work as a .doc file. Learn how at:
https://docs.google.com/.
Making Your Voice Count | page 9
SummerTIME Checklist: Warning: This checklist is intended to guide the drafting and revision of college-level writing. Inflexible or formulaic use is not advised.
Introductory paragraph For each body paragraph Concluding paragraph
A
The thesis statement is a logical, well-developed roadmap for the paper.
There are no grammar mistakes or spelling errors.
“I” (if used) is strategic to introducing highly relevant prior knowledge.
There is a logical transition from the previous paragraph.
The topic sentence is well-developed and relates to the thesis.
Relevant evidence is integrated logically and thoughtfully.
The evidence’s relevance to the paragraph’s topic is explained thoroughly in the author’s own words.
A concluding sentence gives a final analysis of the paragraph that connects back to the thesis statement.
There are no grammar mistakes or spelling errors. “I” (if present) is supported by evidence that is well-integrated with the paper’s argument.
The paragraph’s topic sentence refers to the thesis statement and gives the paper unity.
The paragraph expands upon the intellectual relevance of the thesis by introducing something new and noteworthy about the topic that hasn’t already been discussed.
There are no grammar mistakes or spelling errors.
“I” (if present) is used to finesse an effective conclusion.
B
There is a thesis statement, but it is not entirely clear how the forthcoming paper will address the subject matter.
There are a few grammar mistakes and/or spelling errors, but they do not impact the reading experience.
“I” (if present) is in the context of prior knowledge.
There is a basic transition from the previous paragraph.
The topic sentence is clear and relates to the thesis. Evidence is introduced, but it’s relevance to the paragraph’s topic is not clearly explained in the author’s own words.
A concluding sentence connects back to the thesis. There are a few grammar and/or spelling errors, but they do not impact the reading experience.
“I” (if present) is supported by evidence, but it is not well-integrated with the paper’s argument.
The paragraph’s topic sentence references the paper’s thesis.
The paragraph states something about the topic that hasn’t already been said.
There are a few grammar and/or spelling errors, but they do not impact the reading experience.
“I” (if present) is used to support the paper’s conclusion.
C
The thesis statement does not give the reader a clear sense of what the paper’s argument is about.
Grammar mistakes and/or spelling errors impact the reading experience.
“I” (if present) offers a purely subjective viewpoint.
The logic of the transition from the previous paragraph is unclear.
The paragraph’s topic sentence is not on track with the paper’s thesis.
The relevant evidence introduced is obscured by unnecessary and/or “too much” information.
Quotations are presented out of context (i.e. “floating” without the author’s own words to serve as an anchor).
The evidence’s relevance to the paragraph’s topic is not clearly explained in the author’s own words.
A concluding sentence summarizes the paragraph, but does not connect back to the paper’s thesis.
Grammar mistakes and/or spelling errors impact the reading experience.
“I” (if present) is purely subjective and not used to support the paper’s argument.
The paragraph’s topic sentence restates the paper’s thesis.
The paragraph states what has already been said about the paper topic.
Grammar mistakes and/or spelling errors impact the reading experience.
“I” (if present) offers a purely subjective viewpoint.
D
A thesis statement is either absent or indistinguishable within the paragraph.
Grammar mistakes and/or spelling errors severely impact the reading experience.
“I” (if present) creates too casual a tone for an academic paper.
There is no transition from the previous paragraph. A topic sentence is absent or unclear with regard to the topic.
No supporting evidence is presented. If present, the evidence’s relevance to the paragraph’s topic is not explained.
There is no concluding sentence. Grammar mistakes and/or spelling errors severely impact the reading experience.
“I” is used so frequently that the writing feels more like a diary entry than an academic paper.
There is no topic sentence. The paragraph is tangential or irrelevant or to the paper’s topic.
Grammar mistakes and/or spelling errors severely impact the reading experience.
“I” (if present) creates too casual a tone for an academic paper.
This checklist was derived by: (1) synthesizing the proficiency indicators from multiple rubrics representing national standards of writing, and (2) translating the proficiency
indicators used for assessment into itemized tasks suitable for drafting and revising student work. The scoring criterion reviewed includes guidelines published by The College
Board (Advanced Placement and SAT), The ACT, University of California, and California State University.
MORNING WRITING SEMINAR (9:30 a.m.–10:50 a.m.) Making Your Voice Count | page 10
Monday Tuesday Wednesday Thursday Friday
Wee
k 1
June 25 June 26 June 27 June 28 July 29
ACTIVISM
Pass back pre-program essays
Discussion of activism
THE PROMPT
15-page paper assignment
Discuss draft 1 goals
THE CHECKLIST
What is it?
How and why we’ll use it
SUGGESTED READINGS
Boyer
Wee
k 2
July 2
VOICE
Finding a point of view
To “I” or not to “I”
CHOOSING A TOPIC
Passion
Narrowing a topic (i.e., not
the kitchen sink)
FORMATTING
Titles, fonts, printers
MLA mini-lesson #1
SUGGESTED READINGS
Ehrlich
July 3
THESIS
Planning a roadmap
Developing a thesis statement
OUTLINING
The art of the working outline
Generating ideas
Planning evidence
SUGGESTED READINGS
Checkoway
LIBRARY EXCURSION
July 4
NO CLASS
July 5
BUILD A BODY
PARAGRAPH
Topic sentences (road signs)
What is evidence?
What is explaining the
evidence in your own words?
Connecting concluding
sentences to the thesis
SUGGESTED READINGS
Wilhite & Silver
LIBRARY EXCURSION
(Raeanna & Lisa)
July 6
Draft 1 due (5–7 pages)
MLA mini-lesson #2
FUNCTIONAL GRAMMAR
Choosing the right words
Chopping sentences in half
Eliminating unnecessary
words
Active voice
Wee
k 3
July 9
ASSIGNMENT REVIEW
Discuss draft 1 issues
Discuss draft 2 goals
RE-OUTLINING
Re-thinking the roadmap
Narrowing the topic (i.e.,
restricting yourself)
Planning evidence
LIBRARY EXCURSION
(Yanira & Sharon)
July 10
EVIDENCE
What is it?
Where do I find it?
LIBRARY EXCURSION
(Brandon & Ruben)
July 11
EVIDENCE
Introducing evidence
Integrating logical and
thoughtful evidence?
How much evidence is
enough/too much?
LIBRARY EXCURSION
(Flavia & Donna)
July 12
BUILD A BODY
PARAGRAPH
Topic sentences (road signs)
Integrating evidence
Concluding sentences (thesis
trackbacks)
LIBRARY EXCURSION
(Juan)
July 13
Draft 2 due (10 pages)
MLA mini-lesson #2
FUNCTIONAL GRAMMAR
Choosing the right words
Chopping sentences in half
Eliminating unnecessary
words
Active voice
LIBRARY EXCURSION
(Raeanna & Lisa)
MORNING WRITING SEMINAR (9:30 a.m.–10:50 a.m.) Making Your Voice Count | page 11
Wee
k 4
July 16
ASSIGNMENT REVIEW
Discuss draft 2 issues
Discuss draft 3 goals
EVIDENCE
Avoiding plagiarism
Evaluating online sources
LIBRARY EXCURSION
(Yanira & Sharon)
July 17
EVIDENCE
How do we know evidence is
relevant to the paragraph?
How do we know evidence is
relevant to the thesis?
Body paragraph topic and
concluding sentences
Building counter-arguments
LIBRARY EXCURSION
(Brandon & Ruben)
July 18
RE-OUTLINING
Re-working the roadmap
Including counter-arguments
THE INTRODUCTION
Rewriting based on draft 2
TRANSITIONS
Guiding the reader through
your paper
LIBRARY EXCURSION
(Flavia & Donna)
July 19
BUILD A BODY
PARAGRAPH
Topic sentences (road signs)
Integrating evidence
Concluding sentences (thesis
trackbacks)
LIBRARY EXCURSION
(Juan; check w/instructors)
July 20
Draft 3 due (12–15 pages)
MLA mini-lesson #3
FUNCTIONAL GRAMMAR
Choosing the right words
Chopping sentences in half
Eliminating unnecessary
words
Active voice
LIBRARY EXCURSION
(Open; check w/instructors)
Wee
k 5
July 23
ASSIGNMENT REVIEW
Discuss draft 3 issues
Discuss final paper
expectations
FORMATTING REDUX
Titles, fonts, printers
MLA mini-lesson #4
July 24
THE CONCLUSION
What is intellectual
relevance?
What is something that hasn’t
been said before?
July 25
HOW TO CRUSH AN
ESSAY EXAM
Relax
Analyze the prompt
Outline
Neatness counts (2x space)
SummerTIME Post-Test
July 26
Final Paper Due (12–15
pages)
STUDENT
PRESENTATIONS
75- minute presentations
July 27
GRADUATION & BBQ
AFTERNOON WRITING WORKSHOP (12:00 p.m.–1:45 p.m.) Making Your Voice Count | page 12
Note: Each student will receive critique once a week for the duration of the program. Time slots will be assigned prior to program start. Students are
responsible for deciding what pages they wish to present and for e-mailing PULLIAS their pages as an attachment for copies to be made. Copies will
be placed in each instructor’s box prior to the afternoon writing seminar.
* Wildcard workshop details TBD.
Monday Tuesday Wednesday Thursday Friday
Wee
k 1
June 25 June 26 June 27 June 28 June 29
WORKSHOP IDEALS
Rules vs. ideals
Discuss workshop
guidelines
Ratify workshop charter
PRESENTER
Instructor essay
Wee
k 2
July 2
LEADER
Presenter #1
Presenter #2
Presenter #3
July 3
LEADER
Presenter #4
Presenter #5
Presenter #6
July 4
NO CLASS
July 5
LEADER
Presenter #7
Presenter #8
Presenter #9
July 6
LEADER
Presenter #10
Presenter #11
Presenter #12
Wee
k 3
July 9
LEADER
Presenter #1
Presenter #2
Presenter #3
July 10
LEADER
Presenter #4
Presenter #5
Presenter #6
July 11
LEADER
Presenter #7
Presenter #8
Presenter #9
July 12
LEADER
Presenter #10
Presenter #11
Presenter #12
July 13
WILDCARD
WORKSHOP
Mystery presenter *
Wee
k 4
July 16
LEADER
Presenter #1
Presenter #2
Presenter #3
July 17
LEADER
Presenter #4
Presenter #5
Presenter #6
July 18
LEADER
Presenter #7
Presenter #8
Presenter #9
July 19
LEADER
Presenter #10
Presenter #11
Presenter #12
July 20
WILDCARD
WORKSHOP
Mystery presenter *
Wee
k 5
July 23
LEADER
Presenter #1
Presenter #2
Presenter #3
July 24
LEADER
Presenter #4
Presenter #5
Presenter #6
July 25
LEADER
Presenter #7
Presenter #8
Presenter #9
July 26
LEADER
Presenter #10
Presenter #11
Presenter #12
July 27
GRADUATION & BBQ
![[Alison Wray] Formulaic Language and the Lexicon(BookZZ.org)](https://img.pdfslide.net/doc/110x75/55cf8e47550346703b907260/alison-wray-formulaic-language-and-the-lexiconbookzzorg.jpg)
