Syllabus and Policy Statement for UGS 309: Analytical Reading and Writing
Unique number: 65515
Place: MEZ 1.118
Time: MWF 9:00-10:00 a.m.
Instructor: Dr. Leta Deithloff
Email (best way to contact me):
[email protected]
Office: Jester A332A
Office hours: W 10:00-11:00; by appointment
Telephone:
Course website address:
http://courses.utexas.edu
Goals and Objectives: The purpose of this course is to improve the strategic reading and writing
skills needed for academic success. In addition to information about and practice on academic
reading and writing, the course will include activities to promote effective study skills and critical
thinking. Students will engage in a variety of tasks, such as discipline specific readings, reflective
writing, and group assignments. Active in-class participation is required. These activities are
designed to help you meet the following course learning objectives:
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Build your knowledge and skills as a strategic and independent learner.
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Identify the key elements in the meaning making process of reading and understand how
knowledge comes from this process.
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Reflect on, challenge, and expand your reading strategies for a more efficient, effective
outcome.
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Develop your reasoning and ways of critically thinking through any question.
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Strengthen your means of presenting what you think to others, either through a written or
verbal response.
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Become familiar with some writing mechanics/strategies and understand how different
uses result in different meanings for your reader.
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Identify, evaluate, construct, and organize effective arguments for various writing styles.
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Demonstrate combining the use of learning strategies, writing proficiencies, reading
techniques, and critical thinking on academic tasks.
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Understand how the outcomes of this course apply to life outside this class.
Class Structure and Expectations: Course material will be presented and explored in readings,
class discussion, on-line discussions, observations, lectures, as well as in individual and small
group projects. In order to make the most of your learning experience you need to:
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Be on time and attend class consistently.
Complete the assigned readings (and other tasks) prior to coming to class.
Be prepared to ask questions and discuss readings and assignments.
Keep organized records of all class assignments.
Engage in critical thinking.
Work with classmates respectfully.
Share ideas, experiences, questions, and concerns.
Ask for help when you need it.
Required Resources/Texts: For this course, you will need:
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Blackboard readings: courses.utexas.edu
Cisneros, S. (1984). The House on Mango Street. New York, NY: Vintage Books
Cohen, S. (2010). 50 Essays: A Portable Anthology. Boston, MA: Bedford/St. Martin’s.
Your Journal—to be used for reflection questions and in-class writings.
Coursework (Based on a 100 point-scale):
Assignment 1: “This I Believe” Narrative (5 points prewrite activity, 5 points outline, 5 points
final draft; 15 total points)
Assignment 2: Cisneros Comparative Essay (5 points Topic Proposal, 10 Final; 15 total points)
Debate Activity (5 points Research, 5 points Discussion; 10 total points)
Assignment 3: Persuasive Essay Evaluation (5 points Topic Proposal, 5 points Rough Draft, 10
Final; 20 total points)
Reflection Journal (15 points)
Self-Reflection Rhetorical Analysis (5 points)
Homework and in-class Activities (20 points)
Other Requirements: Additionally, you will need:
• Extra paper for frequent in-class writing assignments.
• Access to a computer, a photocopier, and email, which must be checked each night before class.
• Access to a printer for online readings and for printing your assignments. NO EMAIL
SUBMISSIONS without authorization.
• Your UT EID, in order to access the course website. If you don't know your UT EID or need to
create one, go to the UT EID self help site at: https://idmanager.its.utexas.edu/eid_self_help/.
SCHEDULE OF ASSIGNMENTS
Unit One: Creating the Foundation
Indentifying who I am as a learner
Becoming a strategic reader
Narratives: Understanding why and how to express myself
The beginnings of perspective
Writing foundation
Wednesday, August 29: Introduction to UGS 309. Member introduction. Initial self-evaluation.
Homework:
• Read “The Time to Help Is Now” by Maria Zapetis on http://thisibelieve.org/essay/43395/ and “Feeding a
Hunger” by Colette Decker on http://thisibelieve.org/essay/11833/.
• Find all the materials for this class, including our class website (http://courses.utexas.edu).
Friday, August 31: Turn in self-evaluation. Discuss Prior Knowledge. Discuss readings. Assignment #1: Prewriting exercise.
Homework:
• Complete any unfinished portions of Assignment 1 Prewriting Activity.
• Read Cohen, 1-14.
Monday, September 3: Labor Day. NO CLASS
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Wednesday, September 5: Turn in Assignment #1 Pre-writing exercise. How do your beliefs affect your
learning? Journal Entry #1.
Homework:
• Read “The Myths of Manhood” by Andrew Riutta on http://thisibelieve.org/essay/43395/.
• Complete annotation homework for this reading.
Friday, September 7: Stages of Reading. Word Attack Strategy and vocabulary. Malcolm X reading. Introduce
Assignment #1.
Homework:
• Read “There Is No Job More Important Than Parenting” by Benjamin Carson on
http://thisibelieve.org/essay/38/, “The Power to Forget” by James on http://thisibelieve.org/essay/1856/,
and “The Best Kind of Grief Is Gratitude” by Amy on http://thisibelieve.org/essay/1601/.
Monday, September 10: Assignment #1 Prewriting Activity returned. How and why do I write a narrative?
Develop outline for Assignment #1.
Homework:
• Read “The Top Twenty: A Quick Guide to Troubleshooting Your Writing” by Lunsford on our course
website.
• Complete Outline for Assignment #1.
Wednesday, September 12: Outline for Assignment #1 due in class. Converting an outline to an essay.
Grammar and metacognition.
Homework:
• Read “Unleashing the Power of Creativity and Intelligence” by Bill Gates on
http://thisibelieve.org/essay/5/, “Every Person Deserves Respect” by Vint Cerf on
http://thisibelieve.org/essay/29294/, and “A Shared Moment of Trust” by Warren Christopher on
http://thisibelieve.org/essay/6894/.
Friday, September 14: Submission guidelines. SQ3R textbook exercise. Discussion of readings. Examine the
Six-Word Memoir and create your own.
Homework:
• Read “A Duty to Heal” by Pius Kamau on http://thisibelieve.org/essay/4120/, “Pan Am Flight 103” by
Christine on http://thisibelieve.org/essay/60798/, and “When Ordinary People Achieve Extraordinary
Things” by Jody Williams on http://thisibelieve.org/essay/7/.
Monday, September 17: Outlines returned. Preview your work on Assignment #1 with peers. Discussion of
readings. Final questions for creating a narrative. Journal Entry #2.
Homework:
• Complete Assignment #1
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Unit Two: The Tools of Analysis
Critical thinking: defining, utilizing, identifying its importance, and knowing how best to
apply it as a means of analysis
Writing stages and process; comprehending the relationship between reader, writer, and
text
Becoming critical readers; using the text to increase comprehension
Deeper reading strategies and practices
Understanding and exploring the language and structure of literature
Wednesday, September 19: Assignment #1 due. Connecting text to images. Reading strategies for a novel.
Complete Anticipation Guide for The House on Mango Street.
Homework:
• Read Cisneros, 3-20. Take avid notes and explore the issues.
Friday, September 21: Second-draft readings; Comprehension check. In-class reading activity. Journal Entry
#3. Reading Guide Questions.
Homework:
• Read Cisneros, 21-42. Take avid notes and continue to identify the issues.
Monday, September 24: Discuss questions. Understanding metaphors and metaphor exercises. Writer’s Talk:
Understanding Readers and the Author.
Homework:
• Read Cisneros, 43-55. Take avid notes and continue to identify the issues.
• Create 7 original questions at various levels and be prepared to lead Monday’s discussion with these
questions.
Wednesday, September 26: Student-led Cisneros discussion. Critical thinking Cisneros activity.
Homework:
• Read Cisneros, 56-70. Take avid notes and identify the issues.
Friday, September 28: Examine character, setting, and plot in Cisneros. Authentic Problems exercise. Journal
#4.
Homework:
• Read Cisneros, 71-91. Take avid notes and identify the issues.
Monday, October 1: Mystery Envelopes exercise. Revisit Timeline and original predictions for Cisneros.
Rhetorical analysis of Cisneros. “Word Precision” vocabulary discussion.
Homework:
• Read Cisneros, 92-110 and “The Men We Carry in Our Minds” in Cohen, 346-352.
Wednesday, October 3: Discuss Cisneros and compare to “The Men We Carry in Our Minds.” In-class
Cisneros writing. Introduce Assignment #3.
Homework:
• Complete Topic Proposal for Assignment #2.
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Friday, October 5: Topic Proposal for Assignment #2 due. Identify the components of an argument. Strengthen
your reasoning and persuasive abilities. Magazine Ad exercise.
Homework:
• Complete Magazine Ad Presentation.
Monday, October 8: Magazine Ad Presentation due. Topic Proposal for Assignment #2 returned. Discuss the
comparative argument. Writing stages and zero drafts.
Homework:
• Complete Zero Draft for Assignment #2.
Wednesday, October 10: Zero Draft due. Fact vs. Opinion. Newspapers and political cartoons. Journal #5.
Homework:
• Read “On Dumpster Diving” in Cohen, 146-158 and “The Glass Castle excerpt on the course website.
Friday, October 12: Discuss readings. Making opinionated arguments grounded in fact. Understanding humor
as persuasion.
Homework:
• Read “A Plague of Tics” in Cohen, 359-372, and “Shooting Dad” in Cohen, 412-419.
Monday, October 15: Zero Drafts returned. Working on revision. Using transitions. Writer’s Talk: Tone,
Style, and Perspective.
Homework:
• Read “The Last Rung on the Ladder” on course website.
• Complete the Last Rung Reading Activity.
Wednesday, October 17: Last Rung Reading Activity due. Working with Critical Thinking. What makes a
good argument?
Homework:
• Complete Assignment #2
Unit Three: Integrating the Pieces into a Reasoned, Strategic Whole
Writing stages and the involved process: a further exploration
Becoming critical writers: what makes an effective argument? What is an effective text?
Understanding the kinds of arguments, their purposes, and how to construct them
Using research as evidence: Good standards of incorporation. How do we use evidence in a useful rather
than an interfering manner?
Critical thinking: the standards, main elements, importance of, and how best to apply it as a means of
analysis
Friday, October 19: Assignment #2 due in class. Discuss “Inductive Reasoning: How Do I Reason from
Evidence?” in Mayfield, 293-316. Analyze “Cell Phone” reading. Introduce Debate Activity.
Homework:
• Read “Writing a Research Project in the 21st Century” on course website and “Documentation Guide” in
Cohen, 453-458.
Monday, October 22: Discuss readings. Integrating research into an argument. Finalize debate topic.
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Homework:
• Read “Kid Kustomers” in Cohen, 353-358.
Wednesday, October 24: Review and analyze readings. Create evidence for an argument
Homework:
• Choose two articles that support your views in the debate and complete the Debate Research Activity.
Friday, October 26: Debate Research Activity due. Understanding Genre. Debate work: outline components,
identify teams, and exchange contact information.
Homework:
• Meet with your debate team and plan your strategy.
Monday, October 29: The Great Debate!
Homework:
• Complete Journal #6.
Wednesday, October 31: Journal #6 due. Review the Debate. Introduction to Current Events.
Homework:
• Read Part 1 of “On the Sidewalk, Bleeding”.
Friday, November 2: Prediction Activity and Part 2 of “On the Sidewalk, Bleeding”. Review effective research.
Homework:
• Read “Why Don’t We Complain?” in Cohen, 76-82, and “The Ways We Lie” in Cohen, 159-168.
Monday, November 5: Group activity for readings. Movie Reviews.
Homework:
• Select a movie review and bring to Wednesday’s class.
Wednesday, November 7: Movie Review Analysis. Introduce Assingment #3.
Homework:
• Read “Regarding the Pain of Others” in Cohen, 373-378.
Friday, November 9: Photographs as arguments: What makes the “final draft”? Discuss directions to the Texas
Memorial Museum.
Homework:
• Complete Topic Proposal for Assignment #3.
Monday, November 12: Topic Proposal #3 due. Texas Memorial Museum evaluation.
Homework:
• Complete Journal #7.
Wednesday, November 14: Journal #7 due. Topic Proposals for Assignment #3 returned. Work on rhetorical
analysis.
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Homework:
• Read newspaper articles on the assassination of Malcolm X on course website.
Friday, November 16: Discuss and develop Assignment #3. Examine Malcolm X readings. Writer’s
Workshop: Giving and Getting Good Feedback.
Homework:
• Complete your rough draft for Assignment #3 and bring two copies with you on Monday.
Monday, November 19: Rough draft due. Peer review.
Homework:
• Read “The Fourth of July,” in Cohen 239-243, “Serving in Florida,” 136-145, and scan “The Declaration
of Independence,” 187-195.
Wednesday, November 21 and Friday, November 23 -- NO CLASS -- Happy Thanksgiving
Monday, November 26: Workshop for Assignment #3. Current Issues Activity.
Homework:
• Read “The Ends of the World as We Know Them” in Cohen, 98-105.
Wednesday, November 28: Discuss the reading and apply to current issues. Evaluation Activity. Journal #8.
Homework:
• Choose a topic and prepare some questions to lead discussion on Friday.
• Complete Journal #8 if unfinished.
Friday, November 30: Student-led current issues discussion. Journal #8 due. Tattoos and Music as texts.
Homework:
• Read “Binge Drinking, A Campus Killer” and “College Freshmen Stress Level” on course website.
Monday, December 3: Assignment #3 check. Comparative Genre Activity. In-class Rhetorical Analysis of
your work.
Homework:
• Read “Television: The Plug-In Drug?” in Cohen, 438-447.
Wednesday, December 5: Course Evaluations. Reading comprehension check.
Homework:
• Complete final draft of Assignment #3. Turn in with rough draft and feedback from previous drafts.
Friday, December 7: Final drafts of Assignment #3 due. Revisiting goals and strategies. Final self-evaluation.
Homework:
• Live well. Learn all you can. Be your best. Soar!
***Disclaimer: I reserve the right to alter the syllabus at any time.***
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Grades: Because the assignments in UGS 309 are written responses, you will generally be
evaluated on the quality of your written work. Make sure that you read each assignment sheet
thoroughly and ask questions about any unclear requirements. To pass the course, you must turn
in on time an appropriate (fits the guidelines of the assignment), well thought-out, and wellproofed response to each assignment. You must also complete any homework and in-class
activities.
To receive full credit for your homework and in-class activities, you must:
• Follow the assignment guidelines,
• Show that you have thoroughly and completely considered your answer,
• Adequately support your opinions with details, evidence, and reasoning, and
• Proof-read your final product.
Note—In some cases, you will have an opportunity to have your peers and/or your instructor
preview your assignment before you turn it in. Please take full advantage of this opportunity as
the responses you receive are invaluable to your growth as a learner. You will also be expected to
make changes in your assignments based on these responses. Adequately implementing the
feedback you receive shows developmental growth, which is a main component for this course.
Assignment Grading Criteria: Students often ask how their instructors arrive at grades for papers.
Informal evaluation practice studies, in fact, show little variation in grading: a B in one class is likely to
be a B in another class. So although individual instructors may have their own ideas about grading
and may emphasize certain criteria or assignments over others, they tend to have similar grading
standards.
The following descriptions can help you understand the difference between a very good response to an
assignment and an average one. If you have more specific questions about my expectations, ask me.
You will also receive a copy of the grading rubric before each assignment is due, giving you a chance to
see exactly how you will be graded on each assignment.
Generally speaking…
C: To earn a C, your assignments should, first and foremost, have something specific to say and
provide enough evidence to support that position. To accomplish this requirement, make sure your
paper fulfills the assignment (make sure to identify all that is asked of you and fulfill those conditions)
and give your paper a discernible structure, using transitions to help your reader move from one idea
to another. The ideas you present should demonstrate that you understand the concepts addressed in
class. Moreover, show that you have responded actively and thoughtfully to my comments, your
personal reflections, and feedback from your peers (when it is provided). Presentation should be clear
and easy to read without mechanical errors.
B: To earn a B, first build on the skills needed to earn a C. In addition to having something specific
and clear to say, you might show a more complete, interesting, and novel way of approaching the
assignment. You are not just completing the assignment; you are really thinking about and attempting
to develop something special that is based on the core issues from class. Finally, show that you
understand the importance of how you are presenting the information (word choice, sentence structure,
voice, style, etc.).
A: To earn an A, you should continue to build on the foundations discussed above. Additionally, “A”
assignments show the results of actively and carefully implementing the course concepts. Information
presented in the assignments will show deep, thorough, and complex critical thinking as well as close
personal reflection. There is evidence of significant growth between assignments and attention to the
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details that matter most. To construct such an assignment, fully investigate how you can approach the
assignment and what you have to say about it. The result should be a high quality product showing
particular consideration of structure, style, mechanics, and other aspects of effective communication.
If you receive a D on a paper, carefully consider the criteria listed above for a C. Ds may be given to
papers when students, while demonstrating a general understanding of the topic and concepts, have
not mastered some basic skills. If you misunderstand the assignment; show little understanding of the
required course concepts, or ignore the specific requirements of the assignment (topic, length, format,
etc.), your paper may receive an F. If you need help identifying problems in your writing, come talk to
me. You may also use the Undergraduate Writing Center, which is an excellent resource.
Format and Submission of Assignments: Printed assignments: These class assignments must be
typed, double-spaced, and PRINTED (no email). Your papers should have 1” margins and you must
use a standard 12-point font. Do not use a title page. Simply use a header in the left-hand corner with
your name, course title and my name, the assignment title and the page #. Please staple your essays
together and include the page number and your last name on each page. If I request any additional
information (i.e., rough drafts, peer feedback, my comments, etc.), turn this in with your assignment.
Late Assignments: Papers, drafts, and other out-of-class assignments will be turned in at the time they
are due. Late assignments will not be accepted and you will receive a zero on anything you turn in
late. If you cannot attend class on the date an assignment is due, arrange to have a classmate or friend
drop it off during scheduled class time, or it will be considered late.
Attendance: You contribute to the class through your presence. Classes which you miss also miss you.
When you are absent you are still responsible for any material covered in class, and for arranging to
submit any materials due on that date.
Attendance will be taken at the beginning of each class. Only 5 unexcused absences are permitted.
Being late to class (tardy) more than 3 times will equal one unexcused absence. Six unexcused
absences will result in a failing grade.
In the event of a planned absence, please contact me prior to the absence regarding appropriate
documentation. Absences may be excused for religious holidays, documented medical reasons, and
compelling personal reasons such as funerals. If you find you must miss class for an extended period,
you should arrange to drop the class.
Religious Holidays: By UT Austin policy, you must notify me of your pending absence at least
fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an
examination, a work assignment, or a project in order to observe a religious holy day, I will give you an
opportunity to complete the missed work within a reasonable time after the absence. If, however, you
know that you will be missing an assignment (check the syllabus), please notify me and turn it in
before you are absent.
Policies to Help Us Get Along: The thing that gets on my nerves most is when students do not
complete reading assignments. You are paying for your education, and part of that education must
come from reading. If I find that students aren’t reading the material, I will incorporate quizzes into
the classroom as part of your homework/in-class activities grade. When you don't read, you just make
things worse for yourself, since you'll inevitably be bored in class if you don't know what everyone else
is talking about. Don't wait until the last minute to check the syllabus for your assignment, and take
notes while you read. Both of these tactics will help you to succeed in this course.
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Please do not ask questions about due dates or assignments that can easily be answered by looking at
your syllabus. Likewise, do not ask questions about policies or office hours that can easily be answered
by looking at the course policy sheet. ALWAYS read the materials I have given out, as you will be held
responsible for the information! That said, questions to clarify dates, policies, assignments etc. are both
encouraged and welcome. I am also available to answer other questions you have about this course.
Finally, if you have specific questions, you should feel free to discuss your grades with me. To make
such discussions as pleasant and useful as possible, avoid asking me to change your letter grade. I am
happy to help you with assignment difficulties before the grade is assigned, but grades are final,
barring any unpredictable occurrences. Instead, ask why you made the grade you did and how you
might improve your responses on future assignments. You should also wait a day or two after a paper
is returned before you approach me about the grade. Re-read your assignment, formulate specific
questions about your work, and approach me with an open mind.
Scholastic Honesty: Since dishonesty harms the individual, all students, and the integrity of the
University, policies on scholastic dishonesty will be strictly enforced. Any form of scholastic
dishonesty will result in a major course penalty (including possible failure of the course). A report of
the incident will also be made to the Office of the Dean of Students. You should refer to the Student
Judicial Services website at http://deanofstudents.utexas.edu/sjs/ or the General Information catalog to
access the official University policies and procedures on scholastic dishonesty as well as further
elaboration on what constitutes scholastic dishonesty.
Computer Use and Availability: Computers are available to you in the Student Microcomputer
Facility (SMF) on the second floor of the Flawn Academic Center (FAC) (the same building as the
Undergraduate Library, or UGL, and my office). You should plan to get a user number for the SMF
immediately if you have not already done so. Become familiar with this facility! Some departments
also provide computer labs, so check with your advisor.
Use of E-Mail for Official Correspondence to Students: Email is recognized as an official mode of
university correspondence; therefore, you are responsible for reading your email for university and
course-related information and announcements. You are responsible to keep the university informed
about changes to your e-mail address. You are required to check your email for this course the night
before class, but generally, you should check your e-mail regularly and frequently—I recommend daily
with a minimum of twice a week—to stay current with university-related communications, some of
which may be time-critical. You can find UT Austin’s policies and instructions for updating your email address at http://www.utexas.edu/its/policies/emailnotify.php.
Students With Disabilities: If you require special accommodations, you must obtain a letter that
documents your disability from the Services for Students with Disabilities area of the Division of
Diversity and Community Engagement (471-6259 voice or 471-4641 TTY for users who are deaf or hard
of hearing). Present the letter to me at the beginning of the semester so we can discuss the
accommodations you need. No later than five business days before an exam, you should remind me of
any testing accommodations you will need. For more information, visit
http://www.utexas.edu/diversity/ddce/ssd/.
Behavior Concerns Advice Line (BCAL): If you are worried about someone who is acting differently,
you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another
individual’s behavior. This service is provided through a partnership among the Office of the Dean of
Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP),
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and The University of Texas Police Department (UTPD). Call 512-232-5050 or visit
http://www.utexas.edu/safety/bcal/.
Emergency Evacuation Policy: Occupants of buildings on the UT Austin campus are required to
evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be
aware of the following policies regarding evacuation:
• Familiarize yourself with all exit doors of the classroom and the building. Remember that the
nearest exit door may not be the one you used when you entered the building.
• If you require assistance to evacuate, inform me in writing during the first week of class.
• In the event of an evacuation, follow my instructions or those of class instructors.
• Do not re-enter a building unless you’re given instructions by the Austin Fire Department, the
UT Austin Police Department, or the Fire Prevention Services office.
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