WRITING I
Spring 2013
W.L. Ashline
We-sol-gwan Room 308
Office Phone: 2123-2303
Cell Phone: 010-3036-2303
Office Hours: Friday 11 am-2 pm and by appointment
Email: [email protected]
Webpage: http://williamashline.tripod.com
Prerequisites: The ability to listen to a course lecture at normal speed in English, the ability to speak
comprehensibly and listen to classmates with facility in English, the ability to read academic material
in English with a degree of facility. As with any other skills course, regular participation is not only
expected, it is necessary to develop the skill in question. This course is intended for first semester
sophomore students as the first in a sequence of two writing classes comprising the entire sophomore
year. It serves as a necessary ground for upper division courses in literature and linguistics. Students
from other majors are very welcome to take the course, but the focus of readings and assignments is
aimed toward English majors and minors. Since the course is an important ground in academic writing
skills for advanced English department classes, it makes little sense to take the course in one’s senior
year. Doing so reflects poor academic planning since the risk of not obtaining the skill prior to entering
the job market puts the student at risk of not having the necessary background for the job as well as
possibly not graduating on schedule.
Texts:
John D. Ramage, John C. Bean, and June Johnson. The Allyn &Bacon Guide to Writing. 5th Ed. New
York: Pearson Longman, 2009.
Recommended Texts:
H. Ramsey Fowler and Jane E. Aaron. The Little Brown Handbook. 11th Ed. New York: Longman,
2009.
Michael Swan, Practical English Usage, Cambridge University Press, 1995.
John Eastwood, Oxford Guide to English Grammar, Oxford University Press, 1997.
Websites: We may also use a number of the following websites during the course. These are
recommended to you for developing your writing abilities:
Purdue University Online Writing Lab: http://owl.english.purdue.edu/
University of Wisconsin-Madison Online Writing Lab: http://www.wisc.edu/writing/index.html
Longman’s Writing Pages: http://www.mycomplab.com/
University of Illinois Writer’s Workshop: http://www.cws.illinois.edu/workshop/
Modern English Grammar Hypertext Book: http://papyr.com/hypertextbooks/grammar/
Merriam Webster Online Dictionary and Thesaurus: http://www.merriam-webster.com
This is a course in academic writing designed to aid you in the development of your writing skills.
Emphasis will be placed on paragraph organization, development, coherence, unity of focus, and
consideration of audience and purpose. Opportunities will be provided to explore a variety of
composition styles and modes. Sentence construction, grammar, and phrasing are also included. We
will learn to think about the important concepts of audience, purpose and genre with regard to writing
as well as how to “wallow in complexity” as an intellectual state of being. We will learn the difference
between open and closed form prose and why the latter is employed in an academic setting. In
addition, we will also learn about exploratory strategies to develop ideas for writing and learn how to
recognize the angle of vision in a text. We will learn how to analyze literary texts for interpretive
purposes, how to work with and integrate sources appropriately in order to avoid plagiarism, how to
introduce and gloss quotations, how to paraphrase and summarize sources, and finally how to
document them. Furthermore, we will learn how to write essay examinations under pressure and
practice this skill for midterm and final examinations. Such a skill is particularly necessary for those
students who plan to study abroad in their academic careers or who plan to attend graduate school.
On a more local level, students will be trained to understand reader expectations, convert loose writing
structures into thesis/support structures, create effective titles, introductions, topic sentences, and
conclusions, and develop original transitions and signal phrases. Students will learn about the old/new
contract as a means of achieving coherence in writing and avoiding ambiguity and weak repetition.
They will also learn about the four expert moves in developing and organizing ideas. Finally, we will
study examples of strong coherence and develop a deeper understanding of what can be done with
sentences in order to create variety and precision in writing.
Since the course assumes the inseparability of reading from writing, a substantial amount of reading
will also be required. Throughout the semester, we will be reading supplementary material, including
formal critical essays, fiction, and journalism. The purpose is to enhance the sophistication of the
writing through conjoining practice of reading. Students will learn how to become strong readers of
texts, and how to read with and against the grain of the text in order to effectively and intelligently
criticize a position and develop counterarguments, as well as analyze literary texts. Accordingly, this
course requires extensive writing and is quite difficult, though not impossible for diligent, committed
students.
Attendance: Class attendance receives one single weight on final grading. Grades will be calculated as
follows: 5 = one or two hours of absence; 4 = three hours of absence; 3 = four hours of absence; 2 =
five hours of absence; 1 = six hours of absence; 0 = more than six hours of absence. Absenteeism will
also negatively affect the class participation grade in the class, which is double weighted. Two
instances of lateness will count as one absence. Students are considered late if they arrive at class after
attendance is taken. If students arrive more than 15 minutes late, they will be counted as absent from
all class hours on that day. Students who miss more than 15 hours of class time during the term
(absences include actual missed days or days where they arrive more than 15 minutes late) will receive
an automatic “F” for the course without exception. Absences can be excused only if students provide a
doctor’s note explaining illness, a note explaining a family emergency, or a note describing an
academic field trip or activity. Employment issues, job interviews, traffic problems, etc. are not
legitimate reasons for absence. It is your responsibility to plan for all possible exigencies that might
cause you to miss or be late for class. Students are held responsible for all class time missed. If you
need to miss class call a classmate to inquire about the homework required and material missed.
Students suffering from menstrual symptoms in order to be excused from class should send an email
prior to the class missed. However, in-class projects are not excused by university policy. Students
who need to miss class for any excusable reason should contact the instructor in advance of class by
email. For students who must leave class for student teaching, allowance for academic reason for
absence is granted. In practice, however, it is very difficult for such students to catch up with
coursework after the absence period. Statistically, such students almost never receive a high grade in
the class. Students are therefore strongly encouraged to take this or any other skills course in a
semester in which they will not be student teaching. Students are not permitted by either instructor or
university policy to cut classes after getting a job. If you are on the job market, take a different class or
take the risk of possibly not graduating. Students who cut a large number of classes, regardless of the
legitimacy of the reason, statistically do not get high evaluations in the class.
Submissions: This course requires that you have access to a recent version of Microsoft Word or Open
Office (http://www.openoffice.org/) in order to carry out all assignments. Submissions by Hangul word
processing will not be accepted. All submissions are due on the date assigned. However, students may
take a 48-hour grace period to complete a submission after the date assigned as needed. In that case,
the paper must be submitted to my mailbox in the English Department office on the third floor of the
외솔관 building no later than 48 hours after the announced due date. Any submissions made after that
48-hour grace period will be docked one number grade (e.g. 4.5 would be reduced to 3.5). Papers
submitted one week or more after the assigned due date will not be accepted. Exceptions can be made
in the case of documented proof of illnesses, injuries, emergencies or field trip activities. Those are the
only instances of accepted cases and they must be supported with proof. Submissions that are not
workshopped by another member of our class will not be accepted. Submissions that were not
workshopped during our regular class hours will be docked by one number grade as well. All
submissions must conform to the submission guidelines required for the class. Submissions that do not
conform to the submission guidelines will be noted with an “SG” and returned unmarked. Students
have 24 hours after receiving the paper to make corrections and reprint the paper to submit again. In
addition, always come to class on submission days, even if you are not finished with an assignment.
You may always turn it in later the same day. Paper submissions must include all aspects of the
writing process including: 1) In-class postscript, 2) Peer-review workshop sheet [your partner’s
comments on your paper], 3) Workshop draft of paper, 4) Typed revision of paper, 5) Outlines and
notes, 6) Sources (if appropriate). Any submissions that do not contain ALL of these items will be
returned to the student unmarked. You will have 24 hours to complete all parts of the submission
requirements in that event. Final drafts of papers, final submissions, workshop comments, notes,
outlines, and postscripts must be submitted according to the appropriate deadlines. No email
submissions are accepted. Please review the policies on this syllabus on a regular basis throughout the
semester so that you stay familiar with the expectations in the course. Extensions on due dates may be
granted on a case-by-case basis for students who supply the necessary reasons and evidence for such
extensions. However, extensions cannot be granted for workshops. Similarly, workshop drafts are
excluded from the submissions policy described previously.
Workshops: During the semester, we will have several in-class, peer-review sessions in which each
student will engage in a critical reading and commentary on another student’s work. Students are
required to be present for all workshops and must bring a completed draft of a paper. Failure to attend
class on workshop days will count as two (2) absences and the grade for the paper will be lowered by
one letter grade. Moreover, the failure to participate in a workshop by critiquing another student’s
paper will lead to a reduction of the participation grade for the class. All first submissions of a paper
must be workshopped by some member of class. Therefore, peer-review workshops have two basic
requirements: one is bringing a complete, carefully written draft and the other is actively critiquing and
analyzing another student’s paper. Workshops are considered essential to the writing process since
they aid in facilitating self-criticism in writing. Please bring two copies of your drafts for workshop.
One is for your peer reviewer. The second is for the instructor for preliminary review.
Journals: Each week of the semester, students will read a selection of articles, including essays, short
stories, and journalism that will be the basis of a weekly journal composed outside of class ordinarily.
The journal should be the equivalent of one typewritten, single-spaced page in Microsoft Word or
Open Office with a font of no greater than 12 point (minimum 400 words). The journal should engage
reactions to the readings, critical comments, reflections on the implications of the material, etc. The
journals should not be digressions on personal matters, however. While the journals will not be graded
according to grammar or the quality of the writing, content and effort will be assessed, and at the end of
the semester, students will receive a qualitative mark based on their participation in the exercise, and
this mark will be used to determine the final grades in the class. Journals will usually be assigned
before a reading is to be discussed in class, and students are expected to complete their journal and
bring in to class as a means of enhancing discussion. Journals will be submitted in class only. No
email submissions are accepted.
Class Participation: In order to have a successful and interesting class, all students must take
responsibility to participate as much as possible every week by providing comments or asking
questions to the instructor, other members of the class or the class as a whole as well as providing
insights about the material being discussed. Accordingly, two weights of your grade will be
determined from class participation and will be measured informally through observation. The
following are the criteria for evaluating class participation on an individual basis:
In order to earn a superior grade (A or A+), you must:
1. routinely attend class
2. regularly participate while in class (i.e., raise/address issues relating to course content, offer to
others your own ideas and insights, answer questions asked by your instructor)
3. fully participate in and complete all class related activities or projects
4. complete assigned readings prior to class
5. perform all of the above in a manner that demonstrates you are beginning to engage course
content on your own ground
6. share such competency (i.e., your own ideas, insights, analyses) with others in the course
In order to earn an above average grade (A- or B+), you must:
1. routinely attend class
2. regularly participate while in class (i.e., raise/address issues relating to course content, offer to
class your own ideas and insights, answer questions asked by your instructor)
3. fully participate in and complete all class related activities
4. be reasonably attentive while in class
5.
complete assigned readings prior to class
In order to earn an average grade (B or B-), you must:
1. routinely attend class
2. periodically participate (i.e., raising/addressing issues relating to course content, offering to
everyone your own ideas and insights)
3. participate in and complete all class related activities
4. be reasonably attentive while in class
A below average (C or D) class participation grade means that you:
1. rarely if ever participate in class
2. rarely if ever ask or answer questions
3. are sometimes attentive
4. miss more than 20% of classes
5. begrudgingly participate in all class/group activities
Failure (F) means:
1. Your presence in class is marginal (or disruptive) at best
2. you never participate in discussions
3. you contribute little to class activities
4. you never raise and/or answer questions
5. you rarely complete reading assignments
6. you are absent constantly from daily class
7. you are rarely attentive on the rare occasions you do attend
Grading: Your course grade will be determined from a calculus of writing submissions, other
homework, quizzes, the midterm and final examinations, and in-class participation. All first
submissions of an assignment will be single weighted, and all second submissions will be double
weighted. See the grading criteria sheet for more details about grading.
Grading Distribution:
Attendance—one weight
Class Participation, Quizzes, and Assignments—one weight
Journals—two weights (at least four)
Literary Analysis Essay (3-5 pages), First Submission—one weight
Literary Analysis Essay (3-5 pages), Second Submission—two weights
Midterm Examination—one weight
Summary/Response Essay (3-5 pages), First Submission—one weight
Summary/Response Essay (3-5 pages), Second Submission—two weights
Final Examination—two weights
Total Weights—13
See the grading criteria sheet for more details on grading.
MINIMUM REQUIREMENTS FOR A PASSING GRADE: Students who wish to pass this course as
a bare minimum expectation are required to submit both essays two times and each submission must
meet the minimum limit required on page length. Failure to do so means that you will not pass the
course regardless of your average on other assignments.
Students who plagiarize their work by covertly copying large chunks or entire texts of source material
from the Internet or other locations and without attribution or if they submit other people’s work as
their own work will not pass the class under any circumstances. Be sure to carefully attend and listen
to the course lectures on plagiarism so as to avoid being so unfortunate.
Please note that while one might be able to make up for deficiencies in writing evaluations by attending
and participating class at a high level, the inverse is almost always not true. It is difficult to overcome
deficiencies in attendance and class participation by performing well on writing assignments alone.
Accordingly, to have an opportunity at a high grade in this class, students need to attend and participate
at a high level.
Note about Class Participation: The language of use in this class is English only. Students who insist
on using Korean in this class will not be considered for anything better than a “C” on final grade
determinations.
Note to seniors who are graduating and/or seeking employment during the semester: This course is a
skills-related course rather than a knowledge-constituted one. In order to succeed in this course,
therefore, consistent and diligent attendance and participation are necessary. Going on a job interview
may be an “explanation” for a failure to carry out an assigned task, but it is not an “excuse” for failing
to do so. If you anticipate that you will not be able to carry out all of the assigned tasks for this class,
or if you feel that it is likely you will miss more than 15 class hours in order to pursue employment,
please drop this course immediately. I will not be held responsible for students who flunk this course
while planning to graduate after the term.
WEEKLY SCHEDULE
March 5-7—Overview of the Course; Discussion of grading criteria; Diagnostic Essay
March 12-14—Student Introductions; The Features of Academic Expository Prose; The Writing
Process; The Key Concepts of Writing; Open and Closed Form Prose; Chapter 1: Thinking
Rhetorically About Good Writing; Paragraph and Essay form
March 19-21—Introductions, Conclusions, Thesis Statements, Topic Sentences; Wallowing in
Complexity; The Angle of Vision in Writing; Chapter 2: Thinking Rhetorically About Your Subject
Matter; Chapter 3: Thinking Rhetorically About How Messages Persuade; Readings: David Rock,
“How to have More Insights,” http://www.huffingtonpost.com/davidrock/insights_b_1251813.html?icid=mainggrid7%7Cmaing10%7Cdl17%7Csec3_lnk1&pLid=134435&utm_hp_ref=fb&src=sp&comm_ref=false
#sb=3073112,b=facebook; Journal #1.
March 26-28—Summarizing and Responding to Texts; Paraphrasing; Summarizing; Quoting; Chapter
6: Reading Rhetorically: The Writer as Strong Reader; Plagiarism, Paraphrasing, Summarizing,
Academic Honesty; Chapter 22: Incorporating Sources Into Your Own Writing; Chapter: 23: Citing
and Documenting Sources; Reading: Ian Bogost, “How the Video-Game Industry Already Lost Out in
the Gun-Control Debate,” http://www.theatlantic.com/entertainment/archive/2013/01/how-the-videogame-industry-already-lost-out-in-the-gun-control-debate/267052/; Journal #2.
April 2-4—Summarizing and Responding to a text—continued; Reading: Paul Campos, “Anti-Obesity:
The New Homophobia?”
http://www.salon.com/2012/08/28/anti_obesity_the_new_homophobia/?fb_action_ids=1015102544457
8263&fb_action_types=og.likes&fb_source=other_multiline&action_object_map=%7B%2210151025
444578263%22%3A10151040213945835%7D&action_type_map=%7B%2210151025444578263%22
%3A%22og.likes%22%7D&action_ref_map=%5B%5D; Journal #3.
April 9-11—Summary/Response Essay due—Workshop; Chapter 17: Writing as a Problem-Solving
Process; Submission Guidelines
April 16-18— Summary/Response Essay due—Submission; Chapter 18: Composing and Revising
Closed-Form Prose; Chapter 24: Essay Examinations: Writing Well Under Pressure; Midterm Exam—
In Class; Reading: Oliver Burkeman, “The Power of Negative Thinking,”
http://online.wsj.com/article/SB10001424127887324705104578147333270637790.html
April 22-28—Midterm Exam Period—No Class
April 30-May 2—Chapter 12: Analyzing a Short Story; Reading: “Reading Shakespeare and
Wordsworth Offer Better Therapy Than Self-Help Books,”
http://www.dailymail.co.uk/sciencetech/article-2261636/Reading-Shakespeare-Wordsworth-offerbetter-therapy-self-help-books.html; Annick Smith, “It’s Come to This”; Journal #4
May 7-9— Analyzing a Short Story, Continued; Reading: Lorrie Moore, “What is Seized”
May 14-16— Literary Analysis Essay due—Workshop; Chapter 18: Composing and Revising ClosedForm Prose (continued); Readings: Nicolas Mendoza, “A Tale of Two Worlds: Apocalypse, 4Chan,
Wikileaks and the Silent Protocol Wars,” http://www.radicalphilosophy.com/commentary/a-tale-oftwo-worlds-2; Journal #5—In Class.
May 21-23— Literary Analysis Essay due—Submission; Chapter 18: Composing and Revising ClosedForm Prose (continued); Reading: Wendell E. Berry, “It All Turns on Affection,”
http://www.neh.gov/about/awards/jefferson-lecture/wendell-e-berry-lecture; Journal #6—In Class.
May 28-30—Second Revision of Summary/Response Essay due; Sentence Variety/Styling Sentences;
Sentence Formats; Sentence Patterns; Modifiers; Reading: Kurt Eichenwald, “Microsoft’s Lost
Decade,” http://www.vanityfair.com/business/2012/08/microsoft-lost-mojo-steve-ballmer
June 4— Second Revision of Literary Analysis Essay due; Preparing for the Final Exam; Reading:
David Graeber, “Of Flying Cars and the Declining Rate of Profit,”
http://www.thebaffler.com/past/of_flying_cars
June 11-13— In-Class Final Examination; Course Evaluations; Final Meeting; Reading: William
Deresiewicz, “Solitude and Leadership,” http://theamericanscholar.org/solitude-and-leadership/
June 17-22—Final Exam Period—No Class