English 131W Zinchuk Autumn 2010 English 131: Expository Writing
Instructor: Jennifer Eidum Zinchuk
Class Location: Monday – Thursday 1:30‐2:20, Mechanical Engineering Building 245 Office: Savery 417
Office Hours: Tuesday & Thursday, 12:00‐1:00
Email: [email protected] Course Website: https://catalyst.uw.edu/workspace/jzinchuk/15712/88346 COURSE DESCRIPTION
In this course, we will both examine and execute the power of written language. Language can unite us or it can tear us apart. The theme of this course is “Imagined Communities.” We will read texts ranging from slam poetry to film, from elegant prose to academic writing. These texts will serve as a backdrop to our writing adventure as well as function as living texts with which your writing will interact. The goal of this course is to prepare you, a new university student, for the task of academic writing at the university level. My personal goal is to pass to you the tools that will allow each of you to better investigate, articulate, and argue your individual perspective both in this class and in future writing situations. WHAT ARE THE COURSE GOALS?
1. You will be challenged by ideas presented in argument form, which you will analyze rhetorically (which = audience, purpose, strategy, claims, and stakes). 2. You will learn how to recognize the elements of context that an argument contains and show the connection of that argument to similar texts, both visual & written. 3. Through both inquiry and practice, you will learn how to discern the difference between academic texts and the writing genres that arise from other situations, i.e., the lives you lead as citizens, colleagues, friends, members of families, members of communities, future professionals. 4. As you work through the sequenced assignments of this course, you will achieve the specific outcomes of English 131 that prepare you for writing in your future courses. 5. Our continuous process of draft and revision, which culminates in your final portfolio, will teach you how to add your own distinctive voice to the conversation, or discourse, of the university, and write academic papers – as well as your own argument – with clarity, confidence, creativity, and informed critical thought. WHAT ARE THE COURSE REQUIREMENTS?
You will accomplish these goals through a variety of pursuits that engage the entire class, the collaborative group, or your own independent initiative. 1
English 131W Autumn 2010 Zinchuk  You must bring your own copy of the text to every class session.  You will compose, through a process of draft and revision, 2 major papers (5‐7 pages each).  You’ll prepare 6 short projects (1‐2 pages each; or the equivalent) and daily responses to readings. These assignments consist of projects for homework in various genres, both visual and written, which prepare you for group inquiry and class discussion.  You’ll write reflections for each paper.  Your participation in every class & 2 required conferences is crucial for your success.  You’ll be asked to give regular presentations to the whole class or your seminar group.  In a final portfolio you will collect & comment upon your course writing. WHAT ARE THE COURSE TEXTS & REQUIRED MATERIALS?
 Acts of Inquiry: An Introduction to Reading, Research, and Writing at the University of Washington.  Lunsford, Andrea A. The Everyday Writer (highly recommended)  Internet access and an active UWNet ID and email account  Our class workspace on Catalyst, including course .pdf files that may be downloaded from our course page.  About $5‐$10 for printing and/or copies. WHAT ARE THE CLASSROOM POLICIES & PROCEDURES?
 Attendance Policy: Your attendance in class is assumed and you will receive credit/ Participation points for your work at each meeting. If your name does not appear on the sign‐in sheet, you will be marked absent for that class. o Please notify me if you will be absent from class. o You will lose Participation Points for each class you miss above the limit. More than three tardies will become one absence.  Classroom Expectations: The following list covers expectations for in‐class behavior: o Turn off all cell phones, iPods, iPhones, netbooks, laptops, etc. o You are required to engage with the class & its business, rather than pursue private talks through your mobile devices or with your neighbor. Our time together is brief and significant – rhetoric is in the business of changing people’s minds. So please engage in the class activities and discussions! o Arrive on time. o Be courteous. 2
English 131W Autumn 2010 Zinchuk o Be prepared for each class by reading the appropriate texts and by completing your homework. 
Plagiarism Policy: Plagiarism, or academic dishonesty, is presenting someone else's ideas or writing as your own. In your writing for this class, you are encouraged to refer to other people's thoughts and writing‐‐as long as you cite them. As a matter of policy, any student found to have plagiarized any piece of writing in this class will be immediately reported to the College of Arts and Sciences for review. 
Due Dates: All work is due the day it is due. Journal entries, drafts, and in‐class assignments are (1) keyed to the class inquiry at that moment, and (2) regarded by me and counted as a step in your progress through the course and the sequence of assignments. Your journal entries will be posted online on GoPost—if you know you will be absent, please post ahead of time. Points will be deducted from Participation if a major paper or short project is late. Also, you must see me during office hours for commentary on late papers. 
Accommodations: If you need accommodation of any sort, please let me know so that I can work with the UW Disability Services Office (DSO) to provide what you require. This syllabus is available in large print, as are other class materials. More information about accommodation may be found at http://www.washington.edu/admin/dso/. 
Comments on Student Texts: Your peers & I will comment on – but not correct, rethink, or rewrite – your texts. Other sources of assistance are The Everyday Writer, the Odegaard Writing & Research Center, and CLUE. Please contact me, however, if you are confused about an assignment or issue in your paper: I am your ally in this endeavor. 
Professional Presentation of Your Texts: All work must be typed (double‐spaced, 1” margins, 12‐point font) in MLA style (see 369‐419 in The Everyday Writer. All assignments will be uploaded online to CollectIt unless otherwise indicated. Revised drafts must show evidence of editing and proofreading. WHAT IS THE COURSE PORTFOLIO?
In this course, you will complete two major assignment sequences, each of which is designed to help you fulfill the course outcomes. Each assignment sequence requires you to complete a variety of shorter assignments leading up to a major paper. These shorter assignments will each target one or more of the course outcomes at a time, help you practice these outcomes, and allow you to build toward a major paper at the end of each sequence. You will have a chance to revise significantly each of the major papers using feedback generated by your instructor, peer review sessions, and writing conferences. Toward the end of the course, having completed the two sequences, you will be asked to compile and submit a portfolio of your work along with a critical reflection. The portfolio will include the following: one of the two major papers, four to six of the shorter assignments, and a critical reflection that explains how the selected portfolio demonstrates 3
English 131W Autumn 2010 Zinchuk the four outcomes for the course. In addition to the materials you select as the basis for your portfolio grade, your portfolio must include all of the sequence‐related writing you were assigned in the course (both major papers and all the shorter assignments from both sequences). A portfolio that does not include all the above will be considered "Incomplete" and will earn a grade of 0.0‐0.9. The grade for complete portfolios will be based on the extent to which the pieces you select demonstrate the course outcomes. The portfolio will be worth 70% of your final grade. During the quarter I will give you feedback on your short assignments and major projects. The evaluative criteria will be listed on each assignment prompt. My comments will be geared toward helping your edit your papers for your final portfolio, and will use the following rubric: Outstanding: Offers a very highly proficient, even memorable demonstration of the trait(s) associated with the course outcome(s), including some appropriate risk‐taking and/or creativity. Strong: Offers a proficient demonstration of the trait(s) associated with the course outcome(s), which could be further enhanced with revision. Good: Effectively demonstrates the trait(s) associate with the course outcome(s), but less proficiently; could use revision to demonstrate more skillful and nuanced command of trait(s). Acceptable: Minimally meets the basic outcome(s) requirement, but the demonstrated trait(s) are not fully realized or well‐controlled and would benefit from significant revision. Inadequate: Does not meet the outcome(s) requirement; the trait(s) are not adequately demonstrated and require substantial revision on multiple levels. HOW IS WORK IN THIS COURSE GRADED?
PLEASE NOTE: You must hand in all papers and submit a complete portfolio to pass this course. ASSIGNMENT
Final Portfolio & Reflection (One selected & revised major paper, 3 selected & revised short papers, & copies of all other course papers & projects, introduced by a critical reflection) Participation: Assignments, Effort, & Self‐Direction (Short papers and visual texts, class discussion, 2 required conferences, discussion boards, peer review, presentations, seminar groups, workshops, and other notable activity) FINAL GRADE TOTAL PERCENTAGE OF FINAL GRADE
70 (SEE EXPLANATION & RUBRIC BELOW) 30 (COMPLETION POINTS PER TASK) 100 4
English 131W Zinchuk Autumn 2010 UW SAFE CAMPUS
 Preventing violence is everyone's responsibility. If you're concerned, tell someone.  Always call 911 if you or others may be in danger.  Call 206‐685‐SAFE (7233) to report non‐urgent threats of violence and for referrals to UW counseling and/or safety resources. TTY or VP callers, please call through your preferred relay service.  Don't walk alone. Campus safety guards can walk with you on campus after dark.  Call Husky NightWalk 206‐685‐WALK (9255).  Stay connected in an emergency with UW Alert. Register your mobile number to receive instant notification of campus emergencies via text and voice messaging. Sign up online at www.washington.edu/alert For more information visit the SafeCampus website at www.washington.edu/safecampus COMPLAINTS
If you have any concerns about the course or your instructor, please see the instructor about these concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that you receive, you may contact the following Expository Writing staff in Padelford A‐11: Anis Bawarshi, Director: (206) 543‐2190 or [email protected] Nancy A. Fox, Asst. Director: (206) 543‐9126 or [email protected] Chelsea Jennings, Asst. Director: (206) 543‐6998 or [email protected] Lindsay Rose Russell, Asst. Director: (206) 543‐9126 or [email protected] If, after speaking with the Director of Expository Writing or one of the Assistant Directors, you are still not satisfied with the response you receive, you may contact Gary Handwerk, English Department Chair, in Padelford A‐101, at (206) 543‐2690. ATTACHMENTS TO SYLLABUS
1. OUTCOMES for English 131 2. CALENDAR (subject to changes in the ebb & flow of time, so stay tuned) 5
English 131W Zinchuk Autumn 2010 COURSE OUTCOMES
1. To demonstrate an awareness of the strategies that writers use in different writing contexts.  The writing employs style, tone, and conventions appropriate to the demands of a particular genre and situation.  The writer is able to demonstrate the ability to write for different audiences and contexts, both within and outside the university classroom.  The writing has a clear understanding of its audience, and various aspects of the writing (mode of inquiry, content, structure, appeals, tone, sentences, and word choice) address and are strategically pitched to that audience.  The writer articulates and assesses the effects of his or her writing choices. 2. To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing.  The writing demonstrates an understanding of the course texts as necessary for the purpose at hand.  Course texts are used in strategic, focused ways (for example: summarized, cited, applied, challenged, re‐contextualized) to support the goals of the writing.  The writing is intertextual, meaning that a “conversation” between texts and ideas is created in support of the writer’s goals.  The writer is able to utilize multiple kinds of evidence gathered from various sources (primary and secondary – for example, library research, interviews, questionnaires, observations, cultural artifacts) in order to support writing goals.  The writing demonstrates responsible use of the MLA (or other appropriate) system of documenting sources. 3. To produce complex, analytic, persuasive arguments that matter in academic contexts.  The argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry.  The stakes of the argument, why what is being argued matters, are articulated and persuasive.  The argument involves analysis, which is the close scrutiny and examination of evidence and assumptions in support of a larger set of ideas.  The argument is persuasive, taking into consideration counterclaims and multiple points of view as it generates its own perspective and position.  The argument utilizes a clear organizational strategy and effective transitions that develop its line of inquiry. 4. To develop flexible strategies for revising, editing, and proofreading writing.  The writing demonstrates substantial and successful revision.  The writing responds to substantive issues raised by the instructor and peers.  Errors of grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing. 6