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Ms. Vilhotti, Instructor  

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Syllabus

Establishing a Rhetorical Perspective and a Framework for Analysis of Academic Discourse

 

WEEK ONE
 
Aug. 23  H

Welcome

Welcoming activity

Course Introduction

Writing Sample 

Homework: Read K&S Introduction

Homework: mini Webquest to get acquainted with the course website

Aug. 24   F

Introduction to the disciplines and academic writing

Course policies and syllabus treasure hunt

Roundtable discussion of academic disciplines (from K&S Introduction)

Homework: Read Linton et al. and write a formal 1.5-2 page summary for use in class on Monday.

Homework: Read Anson p.1-22 (Readers, Writers and Communities); to be discussed in class on Monday. Refer to the handout "How to write an effective summary"


WEEK TWO
 
Aug. 27  M

Detailed discussion of disciplines

Continue roundtable discussion of disciplines using Linton et al.

Establish a framework for the analysis of academic discourse

Homework: Read Anson p. 23-49 

Homework: Read the handout titled "How to properly email your professors." After reading, apply your skill by sending me an email with one question or thought you had about the Anson reading

 

Aug. 28  T

Writing basics

Discuss prewriting and writing

Distinguish between revising and editing (activity)

 

Homework: Read K&S Chapter 1, p. 11-31 (including Bacon’s “Idols of the Mind”)

Last day to add a course without permission of instructor. Pack Tracks closes for  adds at 11:59 p.m. (After this day, adds processed in 1000 Harris Hall)

 
Unit I:  Inquiry and Writing in the Sciences
Aug. 30   H

Introduction to scientific conventions

Mini-quiz on K&S Chapter 1

Discuss the scientific method, objective language and Bacon's idols, and three types of observation in the sciences.

Introduce first assignment: rhetorical analysis of a scientific text with focus on structure, reference, and langugage (group PowerPoint presentation). Break into groups and begin delegating responsibility.

Marcia Toms of NCSU's Writing and Speaking Tutorial Services speaks to the class.

Homework: Go to the "Handouts" section, retrieve and print the Pfefferle et al. artile. Depending on your group, analyze its use of structure, reference, or language using Linton et al.

Homework: Read K&S, pp. 31-41.

Aug. 31   F

Library tour day* (*online tour via LOBO; meet in regular classroom, T 129)

Scientific conventions continued

Based on homework, guided prewriting and drafting for group PowerPoint oral presentations

Review handout on effective PowerPoint presentations, public speaking, and effective delegation of labor for group work


WEEK THREE
 
Sept. 3    M

Holiday (Labor Day); university closed. 

Sept. 4    T

Due: PowerPoint presentation: Rhetorical analysis of a scientific text

Presentations: each group presents and other class members repond with questions and comments.

Sept. 5    W
Last day to register or to add a course
Sept. 6    H

Scientific inquiry - Putting principles into practice

Presentations continued if necessary

Handout assignment sheet for Paper 1: Formal Observation Report

Activity: Observing a natural phenomenon

  1. Homework: Write 3 paragraphs describing what you observed in the experiment, how you observed it (methods) and what results came from this observation. ***Bring in your document electronically via USB stick and/or email; we will work on it on Friday.
  2. Homework: Reread the assignment sheet for Paper 1 (go to "Projects" section of this website). Write me an email asking one specific question about the assignment for me to address in class on Friday.
  3. Homework (project managers only): Please email me your group's PowerPoint. Make sure to save it as a 2003-compatible document. Please write the author of each slide at the bottom of each slide before sending. Thank you!
Sept. 7    F

Putting principles into practice continued

Activity: Using the homework, analyze observations for objectivity and learn how to write more objectively.

Homework: decide on an object or phenomenon to study. Decide on the level you would like to do for the assignment. Write up your paper proposal in 2-3 sentences and bring to Monday's class.


WEEK FOUR
 
Sept. 10  M

Establishing criteria

Discuss and approve all objects of study

Activity: Make a list individually or in groups of what you need to do in order to successfully complete project one. The discussion will focus on rhetorical purpose, logic and       argument, textual evidence, and stylistic conventions.  I will use the assignment to create the grading rubric for Paper 1.

Homework: Write your Title and Abstract. Your abstract should include: a) what your are studying and why, b) the jist of your static observation, c) the jist of your dynamic observation, d) the jist of your systemic observation, and e) your hypothesis. Also, please have an idea of an experiment you would propose to test your hypothesis. You may use the student sample on K&S, pp. 103 for an idea of how to structure an Abstract. 1) Print a copy of your abstract & title 2) email it to me, and 3) bring it in electronically to class.

Sept. 11  T

Drafting day

Peer review draft of first portion of papers

Abstracts due electronically for my approval

Homework: (Completely optional!) Sign up for an appointment at the Writing & Speaking Center. Appointments between today, 9/11 and 9/19 are most suggested. Students who have a conference at the writing center will receive extra credit on their final drafts.

Sept. 13  H

Conference day

There will be no class this day. Sign up to meet with me for a ten minute conference sometime during the day. 

At the meetings, we will discuss the direction of your papers and any problems that may have arisen in your abstract.

Please have a mental plan or physical outline of the rest of your paper.

Sept. 14  F

Due: First draft of Paper 1 (hardcopy and email copy)

Activity: analyze the hardcopy of your own drafts for scientific conventions.

Discuss why you followed some conventions or why you chose not to follow others (and if these are the appropriate decisions).

 

  

WEEK FIVE
 
Sept. 17  M

Reflection on the writing process

Charette protocol for Paper 1: Based on Tuesday’s freewrite about a concern regarding Paper 1.  In groups of 3, two students use Longman and each other advise the third on how to tackle his or her concern.  Rotate and reflect. Create an action plan to due final edits on Paper 1 for Friday's due date.

 

Homework: Read Longman, pp. 179-186.

Sept. 18  T                 

Plagiarism Avoidance Strategies

Mini T/F reading quiz on Longman, 179-186

Plagiarism information session and activities

I will return marked-up copies of drafts to students

Homework: Read and be prepared to discuss excerpts from various scholarly articles regarding current issues in the sciences. Reading to be emailed to class by Wednesday morning or earlier.

 

Sept. 20 H

"Workshopping What Went Right"

Plagairism quiz: 5 question open-notes quiz based on Longman, pp. 179-186

Workshop successful student papers

Homework: based on peer revision & my revisions of your draft, complete the error log (available under Handouts, # 13) and turn in with final portfolio submission on Friday.

Sept. 21  F                  

Real World Context: Science in Society and Philosophies in Science

Due: Final Draft Paper 1 (both hard and email copy* -- please attach draft as a 2000 version Word doc!)

Due with final draft submission:

  1. Final draft
  2. At least one peer-reviewed rough draft (clearly note who peer-reviewer was)
  3. Peer review worksheet
  4. "Check Yourself" writing issues list, empty or completed
  5. Completed Error Log
  6. All notes, outlining, etc.
  7. (optional) Slip from writing lab (extra credit)

 

Roundtable discussion about current issues in the sciences: topics include non-objectivist approaches, gender issues in the science field, and the implications of different funding sources for scientific studies.

Homework: Read K&S Ch.2, pages 111-138 by Monday

Unit II:  Inquiry and Writing in the Social Sciences

WEEK SIX
 
Sept. 24  M

Introduction to social science conventions

Reading quiz on Chapter 2, page 111-138.

Discuss Ch. 2 and Linton et al. in detail.

Focus: How do the social sciences differ from the natural sciences?

Sept. 25  T

Survey study report

Discuss in detail pgs. 151 – 157.

Introduce the class activity: survey of students on NC State campus.

Decide the study’s purpose or question, hypothesis, methods and location

Discuss importance of question framing.

Sept. 27  H

Participant observation study - research Day

Class will conduct the observation study.

Sept. 28  F                  

Participant observation study - results (part one)

Students will get into groups and formulate their results: Was the question answered?

What was the answer? What does this mean?

The groups will also discuss the initial question, method and location - deciding what could have made the survey more accurate or appropriate.

 

WEEK SEVEN
 
Oct. 1    M

Participant observation Study - results (part two) Class will present findings.

Discuss what the study shows about academic inquiry in the Social Sciences.

Homework: Read Gordon Allport’s “The Formation of In-Groups” pages 169-188 in K&S. Be prepared to answer questions #1-7 on page 187; tomorrow's quiz will be based on two of those questions.

Oct. 2    T

Reading quiz based on pages 169-188 in K&S

Discuss Allport's "The Formation of In-groups"

Introduce Project Two: Experience-Based Theory Critique (EBTC)

Go over the assignment sheet for Project Two.

 

Homework: based on Allport's "The Formatoin of In-Groups," complete a reading log by following the directions on pages 121-122. Please email and hand in a typed copy of at least 400 words.

Oct. 3  W

Last day to withdraw or drop a course without a grade at the 400 level or below. Last day to change from credit to audit at the 400 level or below. Last day to change to credit only. Last day to submit Request for Course Repeat without Penalty forms

Oct. 4     H                 

Critiquing theory

Using students' reading logs, discuss Allport for content, structure, and locate points of disagreement and agreement in class.

Display ideal student reading logs as models for the reading log component of project 2.

Research Day

Introduce Project Two: Experience-Based Theory Critique (EBTC)

Discuss what makes a usable theory for the EBTC essay.

Using a glossary of classic social science phenomena, begin finding "landmark" Sociology theory essays.

Homework: Review K&S pp.119-128 (“The Role of Theory”), and pp. 136-138 (“Experience-Based Theory Critique Essay”)

Homework: (optional) Make your writing conference appointment today! Remember you had to schedule those about two weeks in advance? Jump the line!

Oct. 5     F

Project two research day 2

Continue to locate an ideal theoretical essay of interest.

If possible, have article approved by me (the earlier it's approved, the sooner you can begin working)

Once approved, begin work on the reading log for this theory.

Homework: read and/or review 1) integration of sources & writing in voices, 2) writing strong topic sentences, 3) writing strong introductions, and 4) writing strong conclusions. Specific pages TBA.


WEEK EIGHT
 
Oct. 8     M

Project two: locating the frame and critical "plan of attack"

Homework: chose the frame for Project Two

Homework: complete a reading log for your chosen artilce

Homework: be prepared to present the frame for your article and explain how you plan to critique (support, refute, or qualify) the theory.

Oct. 9     T

Due: Formal Reading Log for your article. Typed, at least 500 words. Follow the steps on page 121-122 in K&S. This will become the basis of the summary portion of the "summary and response" nature of the EBTC paper. If done well, this reading log should funnel directly into your draft due on the 16th.

Frames for Papers

Present your frame and explain how you plan to critique the theory. If there are any problems with their frames or critiquing strategies, I will email them over the break with my notes and suggestions. Consider this to be in place of the individual conferences we had for Project 1. However, I strongly urge you to come to office hours for individual feedback!

Homework: Based on the content of your reading log, summarize the theory you will use for your paper. Begin working on the first draft of your paper which will be due on Tues, Oct. 16.

Oct. 10   W

Fall break begins at 10:15 p.m.

Oct. 11      H                 

Fall break

Oct. 12      F

Fall break


WEEK NINE
 
Oct. 15      M

Due: complete summary section of your paper (i.e. about half your draft; your personal response section is all that will be missing. If your reading log was solid, all you should be doing for this part is refining, selecting information, and reorganizing)

Clear and concise writing: explaining theory

Review better peer review norms and expectations.

Peer review of summaries: students have the full period to review based on the rubric. Students are to write their critique in the form of a letter.

(K&S pp.132-134 is a helpful guide)

Homework: complete your peer review in as much detail as you can. Complete review letter of at least 400 words to your peer.

Oct. 16      T

Due: complete first draft of paper

Peer review of global features: organization and content

Peer review of total first drafts: students have 2/3rds of the period to review (primarily the personal response section) based on the rubric.

                 

Homework: Complete your peer review using the peer review sheet in as much detail as you can. Although your peer review will wind up in your partner's folder, it will be graded based on quality, detail, and thoughtfulness of comments. Your peer review sheet will count eventually as a quiz grade. Type up and send your sheet to your partner via email by Wednesday at 9:00 AM. Since you cannot give him or her the marked-up draft until Thursday's class, make sure to refer to specific changes in the peer review sheet itself.

Homework: review Anson's The Longman's Writer's Companion pages 183-195; 237-265. The more you are familiar with these pages, the better your draft will be as well as your peer review work.

Oct. 18   H

Peer review of local and surface features

Based on the Anson reading, mini-lessons on integrating sources, APA citation, sentence structure, and paragraph organization.

Changing partners, peer reviewers will now focus on the issues above.

Homework: project 2 due tomorrow.

Homework: Error Log. Using the same error log from Project #1 if possible, add at least 3 more reflections on errors or revision suggestions based on peer review and/or writing lab feedback. Your detailed work will be graded as a quiz grade.

Oct. 19   F

Due: Project 2, Final draft via Word 2000 email attachment, in body of email, and hard copy in folder. Include all peer review work and all marked up drafts in folder. Include all former projects in folder. Include your error log in folder. ***Include the article you wrote on in the folder***

 

Reflections on paper and unit

Grade self along rubric; finish any surface-feature lessons; reflect on unit and course; plan writing growth goals for next paper and next unit.

Homework: Read all of K&S Ch.4 (the Humanities) by Monday

Unit III:  Inquiry and Writing in the Humanities

 

WEEK TEN
 
Oct. 22      M

Introduction to analysis in the humanities

Chapter 5 reading quiz: open notes quiz on the main ideas presented on pages 323-360.

Activity: Students will read two poems in class, analyze them in groups, and report out

Homework: carefully reread pages 327-339.

Oct. 23      T

Interpretive perspectives

Discuss four main perspectives (Mimetic, Pragmatic, Expressivist, Formalist) using K&S pp. 327 - 339

Oct. 25   H

Interpretive perspectives

Activity: Groups will apply different perspectives to pieces of art

Oct. 26      F

Thesis construction

Using examples from the past two days, students will practice constructing theses    (K&S 323-327)

Homework: Print out & do a close reading on "The Yellow Wallpaper" and complete the Interpretive Communities Challenge -- see "handouts" (double quiz grade)


WEEK ELEVEN
 
Oct. 29     M

Interpretive Communities Challenge

Due: Outline defending an assigned thesis statement (see Handouts)

"Lawyer" arguments analyzing various interpretations of Perkins' "The Yellow Wallpaper"

Oct. 30      T

Prewriting for Project 3

Homework: Write a draft of a specific, provable, thesis statement for Project 3, part I.

Homework: Write at least 4-6 claims, or topic sentences following your thesis statement

Nov. 1    H

Peer revision of drafts for project 3, Part I

Due: project 3, part I rough draft

Homework: show evidence that you have made thoughtful revisions based on peer revision in class; complete an error log based on peer revision

Nov. 2     F

Peer revision of revised drafts for project 3, Part I

Due: revised draft (2nd rough draft)

Homework: complete the final draft for Project 3, final draft

 

WEEK TWELVE
 
Nov. 5     M

 

Due: Final draft of Project 3, Part I

 

                                   

Nov. 6    T                   
Nov. 8    H

Begin Project 3, Part II

Research day: students begin selecting 2 articles to compare and contrast

Homework: your two articles must be approved at the end of class tomorrow. A reading log for each article is due on Monday, Nov. 11th! (Refer to page 121 in K & S)

Nov. 9      F

Research day for Project 3, Part II

Finalize research; select two articles & have them approved; begin reading logs

Homework: complete 2 reading logs, one for each article, by Monday morning. Bring hard copy to class and email me soft copy in Word 2000 format. (Refer to page 121 in K & S)


WEEK THIRTEEN

Nov. 12 M Due: 2 reading logs for Project 3 (one for each article) (double quiz grade)
Nov. 13 T

Due: Rough draft of Project 3, Part II (at least 3 pages) (quiz grade)

3-person peer conferences today

Nov. 15 H

Due: ANNOTATED* REVISED draft of Project 3, part II (at least 3 pages) (quiz grade)

*In the annotated revised draft, you are to take suggestions from peer revision and carefully revise your draft.  You are also to make explicit, via the commenting feature on track changes, the changes you made.  Specifically, describe the difference, change by change, from the first draft to the revise draft.

3-person peer conferences, continued (or other peer-revision / editing activity)

Homework:

1) *carefully* read the assignment sheet for project 4

2) go to the online library tutorial, LOBO and complete and print out the assignement calculator. Answer the following questions: how do the due dates in the assignment sheet correspond to those suggested by the assignment calculator? Describe at least one new thing you have learned by following one of the links in the assignment calculator (i.e. I learned xyz about refining my topic from the link, "refining your topic"). Click here for the link to the LOBO assignment calculator. Write a substantive paragraph.

3) To the best of your ability, explain in your own words what you must do to successfully complete the capstone project. Pretend you are explaining the project to a high school freshman and must be very clear about what is expected in the final paper. You may write in bullet points or paragraph format, but write at least 5 sentences.

Nov. 16 F

 

Begin research for Project 4

 

Unit IV: Academic Discourse Communities:  A Review and an Overview

WEEK FOURTEEN

Nov. 19 Due: FINAL draft of Project 3, part II (~14.5 quiz grades)
Nov. 20  
   
   

WEEK FIFTEEN

Nov. 26 M

Homework: due tomorrow-- three reading logs for three articles or books for capstone project.

Homework: read & briefly outline the organization of at least one sample lit review paper (3 are given for the lit review portion only-- go to the projects page, under project 4)

Nov. 27 T Due 3 Reading Logs
Nov. 28 W Due 3 Reading Logs (by 4:00 pm, Wed., via email)
Nov. 30 H Detailed Outline Due
Dec. 1 F Peer review outline & workshop day

WEEK SIXTEEN

“Dead Week” - Last week of classes. In order that students may complete semester projects, take lab tests, and prepare for final examinations, faculty members shall not give any test or quizzes or assign any additional papers or project during the final week of the semester.

Dec. 3 M Rough Draft of Part 1 Due
Dec. 4 T Rought Draft of Part 2 Due
Dec. 6 H  
Dec. 7 F

Extra Credit Deadline for Final Draft; final day of class

If final draft is turned in today via portfolio submission and email, 5 points will be added to student's overall grade.

WEEK SEVENTEEN: No class    

Dec. 10 M No classes!

 

Dec. 11 T
Dec. 13 H
Dec. 14 F Extended deadline for Final Draft of Capstone Project: no extra credit applies for this deadline.

 WEEK EIGHTEEN: Final Exam (Oral Presentation)   

Dec. 17 M

Final Examination: 8:00 am – 11:00 am

Due Oral Presentation of Project 4

Room: Thompkins129

You will give a five-minute oral presentation on your final paper.

Please consult me if you have a time conflict with another class.

 


 
 
 
       
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