<\/p>\n
Syllabus (in MS Word format)<\/a><\/p>\n Edits to this syllabus, as of September 30th:<\/span><\/p>\n Grading: The My Learning Profile assignment now counts as 5% of your final grade; the first Major Essay now counts as 10% of your final grade.<\/p>\n ENGL 298B: Intermediate Writing Social Sciences <\/strong> Instructor:<\/strong> Paige Morgan Course Description<\/span><\/strong><\/p>\n Argumentative writing animates political theory, transforming it from random opinion into a mode of inquiry \u2013 a tool that helps us figure things out. This quarter, we\u2019ll be looking specifically about how argumentative writing can be used to help articulate our knowledge of the concepts of legitimacy and obligation in political theory; and we will also be conducting a focused exploration of the genre of academic writing in the discipline of political science. While POL S 201 is focused on ideas and questions generated by the assigned readings, ENGL 298 is more focused on the techniques and challenges of academic writing in itself, and the requirements of writing that are specific to poli-sci writing.<\/p>\n English 298 is linked with Political Science 201 in order to allow you to improve your writing skills in a highly focused environment. Because the readings are shared with POL S 201, you will have more time to devote to developing your writing skills, and adapting them to the specific discipline of political science writing, and more generally to the requirements of academic writing.<\/p>\n You will most likely find this course intellectually satisfying provided you are willing to:<\/p>\n Course Objectives<\/span><\/strong><\/p>\n At the end of the quarter, you should be able to\u2026<\/p>\n Activities:<\/span><\/strong><\/p>\n Critical Reading:<\/em> The texts assigned for POL S 201 are also required for this seminar, and completing the assigned reading carefully and punctually is crucial–critically reading and discussing texts will form the basis of our own analytical writing. Please note: <\/strong>the reading schedule for this class will differ slightly from the POL S 201 calendar, in that you may be asked to read parts of certain texts early, to reread texts already assigned. You may also be asked to complete additional short readings throughout the quarter. As a general rule, it\u2019s a good idea to bring the texts for the week\u2019s POL S 201 readings to the class meetings for this course.<\/strong><\/p>\n Blogging: <\/em>In order to create an effective bridge between ENGL 298 B and POL S 201, and to give you the opportunity to practice multiple types of disciplinary specific writing, I will give weekly blogging assignments, based on Professor DiStefano\u2019s lectures and\/or the readings, which you will post at the course blog located at http:\/\/www.paigemorgan.net\/teaching\/engl298b\/ <\/strong>(for more information, see the handout, Course Blog Sign-up Instructions<\/strong>).<\/p>\n The very first post will not be on the blog at all, but on a Catalyst GoPost website that is only accessible to members of this class. <\/strong>After Week 0, you will be placed in a writing group with three other students; and you will be required to read and comment on each of their posts each week. For more information, see the Blogging tab on the course website. Be aware that failing to comment, or posting insubstantial comments, will adversely affect your blogging grade, regardless of the quality of your own posts.<\/strong><\/p>\n Revision and Peer Review:<\/em> As a process, writing, like reading, is always subject to revision and re-thinking over time. In this course, you will produce several short assignments that will then be revised into longer essays. During this process, you will have opportunities to read your classmates\u2019 drafts. This, in itself, is valuable, because you can see how many ways there are to approach a given subject, and also see that everyone\u2019s writing develops and changes<\/strong>. The process of peer review involves reading someone else\u2019s ideas with fresh eyes, and the best peer reviews aren\u2019t necessarily focused on grammatical mistakes.<\/p>\n Conferencing<\/em>:\u00a0 As you produce the major essays for the quarter, we will hold group conferences in order to examine your understanding of your own work, to generate from that discussion a revision plan for the final draft, and to give you the opportunity to demonstrate your ability to provide feedback to your peers. You will be given instructions to guide your feedback, but you are also expected to be energetic and responsible, both as editor and author, meaning that you need to make sure you provide your draft and produce your critique on time, and most importantly, show up for the conference.<\/p>\n Class Participation:<\/em> In addition to peer review and conferences, you also earn participation points by being active in class discussions and activities, and by visiting office hours. Being active doesn\u2019t mean that you are graded based on the quantity of your remarks \u2013 active listening<\/strong> is also an important skill. You will be offered a variety of different ways to contribute to our class meetings \u2013 and the more that you engage in the academic community of this class, the more you will learn<\/strong>.<\/p>\n Normalizing error: <\/em>One of the challenges of being a good writer, especially a good argumentative writer, is that you will inevitably face disappointments, and produce writing that fails to produce your desired effect. This is especially true for writers transitioning from high school to college writing, because the two have quite dissimilar priorities. Moreover, this is entirely normal; in fact, if you\u2019re not failing at least some of the time<\/strong>, your writing probably isn\u2019t accomplishing very much. \u201cFail early, fail often\u201d is a good motto for aspiring writers.<\/p>\n <\/p>\n <\/p>\n Required Materials:<\/span><\/strong><\/p>\n Grading:<\/span><\/strong><\/p>\n Blogging: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 15% Please note: <\/strong>On Short Assignments (ranging from 1-3 pages), you get full credit for turning them in on time, provided you are making a demonstrable effort. <\/strong>I do this because these short essays are meant to lead up to the three major essays, and I want you to have a safe space in which you can try out new ideas and approaches without fearing that your grade will suffer.<\/p>\n A reminder: this course qualifies for the \u201cC\u201d writing credit, and therefore involves an intense writing component. \u00a0What that means is that you\u2019ll be writing approximately 3-4 pages per week, most of the time.<\/strong><\/p>\n Rubrics:<\/em> <\/strong>A rubric is a set of criteria and standards that determines the effectiveness of academic papers and projects. Throughout the quarter, I will provide you with rubrics that explain my expectations, and provide you with a guideline on what you need to do in order to achieve the grade that you desire.<\/p>\n Policies and Expectations:<\/span><\/strong><\/p>\n Style guidelines:<\/em> <\/strong>All assignments should be in 12 pt. Times New Roman, double-spaced, with 1-inch margins.\u00a0 All hard-copy assignments must be stapled \u2013 I do not accept assignments with folded corners or paperclips. If the assignment sheet specifies that the assignment is due through the Catalyst system, then you must use the Catalyst system to turn the assignment in (i.e., you may not simply email it to me.)<\/p>\n Late Work Policy:<\/em> Due dates and times will be clearly announced on each assignment sheet, and at the Catalyst CollectIt site.\u00a0 If you know that a deadline will be a problem, contact me ASAP to determine whether you may have an extension.\u00a0 Short assignments turned in on time will receive instructor feedback (which will help you revise them into your major essays). If you turn in a short assignment late, then in order to receive feedback on it, you must bring it to office hours, or make an appointment to go over it with me. Otherwise, you will receive no feedback on late assignments.<\/p>\n Major essays turned in late will earn a .3 deduction for each day: if your paper is a 3.5 and is two days late, your grade will be a 2.9. After 48 hours, I reserve the right to refuse a paper.<\/strong> If you contact me within 24 hours with a documented excuse for late work (emergency, medical), I will make an exception. If something comes up before a deadline, contact me ASAP, so that we can discuss the possibility of an extension. I reserve the right to grant or refuse extensions for excuses without documentation at my discretion.<\/strong><\/p>\n Classroom Environment and Etiquette:<\/span><\/em> <\/strong>\u00a0First, come to class on time. Three 50-minute hours is a very limited amount of time to work with, so you should be in your seats and prepared to start at 9:30 sharp. In class, I encourage you to ask questions, or suggest alternate ways of looking at texts, arguments, and situations.\u00a0 However, it is vital that you respect the opinions and ideas raised by others, and treat them, and me, with the same courtesy that you expect to be treated. Derogatory or discourteous language is never appropriate, or necessary \u2013 nor is interrupting, or talking while someone else is speaking. If you need to take a stretch break or stand up in order to avoid falling asleep, feel free to do so discreetly. Likewise, feel free to bring caffeinated beverages to class. Please do not bring food to class unless absolutely necessary; if you must bring food, it should be something that you can eat silently, and which does not have a strong smell.<\/p>\n Attendance:<\/span><\/em>\u00a0 It is your responsibility to make decisions about attending class.\u00a0 You will need to decide when you are well enough to attend class or too sick and need to stay at home.\u00a0 Please be considerate of your classmates, and of me, when you make these decisions.<\/p>\n However, it is vital that you attend class<\/strong>. The activities for class time are not scheduled simply to keep you busy; they are designed to help you as you become a successful academic writer. Most of these activities cannot be made up, once missed. The best writers know that every text is a collaborative production, and thus the community of writers and readers formed within this classroom is an invaluable asset. Use our meetings to test your ideas and apply skills that will help you not only in this course, but in most of the other classes you will take at the university. You will not become adept at developing good argumentative writing within a single quarter, but I expect you to begin this work here and now: if you\u2019re standing still in the effort, you\u2019re actually falling behind.<\/strong><\/p>\n \u00a0<\/strong>Office Hours and Communication:<\/strong> I hold office hours on Mondays and Wednesdays, from 11:45-12:45 p.m., in my office in Padelford Hall B-26 (see the course website for instructions on how to find my office). If these times don\u2019t work for you let me know and we can make an appointment to meet at another time. When you come to office hours or an appointment, always bring a hard copy of any writing you would like to discuss.<\/strong><\/p>\n Plagiarism Policy:<\/span><\/em> Plagiarism, or academic dishonesty, is presenting someone else’s ideas or writing as your own, without citations. 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. If you are uncertain about whether or not something is plagiarism, please come and see me \u2013 there is no penalty for checking in advance.<\/p>\n Accommodations:<\/span><\/em> Please let me know if you need accommodation of any sort. I will work with the UW Disabled Student Services (DSS) to provide what you require (this will require you to register with Disabled Student Services). I am very willing to take suggestions specific to this class to meet your needs. This syllabus is available in large print, as are other class materials.\u00a0 You can contact Disabled Student Services via email at uwdss@u.washington.edu.<\/p>\n Important Contacts:<\/span><\/em> If you have any concerns about the course or me, please see me about these concerns as soon as possible. The following campus writing centers may provide useful help as you work on your essays; and you can use them not only to go over rough and final drafts, but also to brainstorm ideas based on assignment sheets, etc. Many of them have appointment sign-ups online \u2013 it\u2019s a good idea to sign up early, because as the quarter continues, slots fill up fast!<\/p>\n Political Science Writing Center:\u00a0http:\/\/depts.washington.edu\/pswrite\/<\/a><\/p>\n Odegaard Writing Center http:\/\/depts.washington.edu\/owrc\/<\/a><\/p>\n
\n(writing link with POL S 201 )<\/strong>
\nAutumn 2011<\/strong>
\nMWF 9:30-10:20, PAB B-109<\/strong>
\nhttp:\/\/www.paigemorgan.net\/teaching\/engl298b\/<\/strong><\/p>\n
\nOffice:<\/strong> Padelford B26
\nOffice hours:<\/strong> Monday and Wednesday, 11:45 a.m. – 12:45 p.m., or by appointment
\nEmail: <\/strong>paigecm@uw.edu<\/a> (During the week, I will respond to you within 24 hours of your email. On weekends, I may respond less quickly.)<\/p>\n\n
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\nShort Assignments: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 5%
\nMy Learning Profile Essay \u00a0\u00a0 5%
\nMajor Essay #1 (5 pages):\u00a0\u00a0\u00a0 10%
\nMajor Essay #2 (5 pages):\u00a0\u00a0\u00a0 20%
\nMajor Essay #3 (5 pages):\u00a0\u00a0\u00a0 20%
\nConferences: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 15%
\nClass Discussion: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 10%<\/p>\n
\nDistracting behavior:<\/strong> Sleeping during class, surfing the web, texting, and working on homework for other courses all constitute distractions that undermine the value of class time. The first time you engage in any of these behaviors during class, you will be given a warning. The second time, I will ask you to leave the class for the day, as is my right within the UW Student Code of Conduct (WAC 478-120-020, Section 5). If you are asked to leave, you will be given no credit for the day\u2019s in-class activities.<\/p>\n