University of Waterloo
Department of English Language and Literature ENGL 109, Section 011
Introduction to Academic Writing
Winter 2020
Tuesdays and Thursdays, 10:00-11:20, EV3 Room 3406
Instructor Information
Instructor: Jin Sol Kim (pronouns: she/her)
Office: PAS 1238
Office Hours: Tuesdays and Thursdays 11:30 to 12:30, or by appointment
Email: js2kim@uwaterloo.ca (please contact me here instead of via LEARN)
Territorial Acknowledgement
I acknowledge that I am living and working on the traditional territory of the Attawandaron (also known as Neutral), Anishinaabe and Haudenosaunee peoples. The University of Waterloo is situated on the Haldimand Tract, the land promised to the Six Nations that includes ten kilometres on each side of the Grand River.
Course Description
The main purpose of ENGL 109 is to help you become better writers and communicators for a variety of academic audiences. In this course, you will practice and become familiar with several different genres of academic writing, some of which you will find general and thus more broadly applicable across disciplines, and others that are more specialized to your fields. The activities required of you in this course encompass those both individual and collective; rather than viewing writing as a solitary act, ENGL 109 highlights its social nature, emphasizing readership not just at a text’s final stage, but throughout the entire writing process. As such, this course will help you understand writing as a process rather than a product, a nd encourage you all to develop as writers throughout the term, rather than master a finite set of skills.
Course Goals and Learning Outcomes
- To help you to think critically and communicate effectively
- To help you learn and practice a variety of strategies for inventing, drafting, and editing texts
- To help you learn and practice writing in a variety of academic genres
- To help you learn to read critically
- To help you learn to write persuasively by effectively employing elements of formal argumentation
- To help you give and receive useful feedback on writing for the purposes of revision
- To learn and practice communicating to a variety of academic audiences
Required Text/Materials
- Reinking, James A. et al. Strategies for Successful Writing. 6th Canadian Edition. Pearson, 2017.
- Notebook for in-class writing
Readings Available on LEARN
Online readings and resources will be made available through the course LEARN site.
Course Requirements and Assessment
|
Assessment |
Due Date |
Weight |
|---|---|---|
|
Narrative Essay |
January 28 |
15% |
|
Annotated Bibliography and Reflection |
February 11 |
10% |
|
Topic Proposal |
February 11 |
10% |
|
Rhetorical Analysis |
March 10 |
15% |
|
Argumentative Research Paper |
April 2 |
20% |
|
Final Revised Paper |
April 9 |
10% |
|
Peer Review Sessions |
Multiple dates; see schedule |
10% |
|
Participation and In-class Writing |
Ongoing; see schedule |
10% |
|
Total |
100% |
* Brief descriptions of the assignment follow; full details will be supplied closer to deadlines. I will return graded assignments to you within two weeks of their submission.
Narrative Essay – 15%
The first assignment will require you to compose an analysis or explanation of how something works, for one of two audiences, to be determined at the time of writing. Potential topics for this assignment may come from your own disciplinary field (i.e. processes specific to geography, aviation, etc.) or may fall under the field of digital media and technology; for example, you might write about the steps required to obtain a pilot’s license or about how to make and maintain an Instagram account. ~ 1000 words or 4 double-spaced, typed pages
Annotated Bibliography and Reflection – 10%
This assignment, though short in length, will prove valuable to you in future research. In preparation for the final argumentative research essay, you will be asked to annotate three (3) sources that you will likely use for the project, and write a reflection paragraph on your research process. An annotation is a paragraph that describes the contents of the source, and explains how it will be useful for your argument. You must include at least one (1) scholarly, peer-reviewed journal article in your list of three annotations. ~ 3 x 100 word paragraphs for annotations and 250 words for reflection or 2 double-spaced, typed pages in total
Topic Proposal – 10%
The topic proposal will ask you to outline what you intend to argue for your final term paper, the argumentative research paper. More specifically, it should describe 1) the topic you wish to investigate, 2) the position you will take on said issue, and 3) explain as explicitly as possible the broader list of (the kinds of) sources you will consult in addition to those included in your completed annotated bibliography. You will not be committed to following through on your proposal for your final essay, although it will benefit you to do so. The purpose of this assignment is to get you working on your final paper early enough in the term that it will be a substantial production.
~ 500 words or 2 double-spaced, typed pages
Rhetorical Analysis – 15%
In its simplest definition, rhetoric refers to the persuasive elements of a text, image, or artefact. Although it is more complicated than this, we will discuss this topic in greater depth later on in the term. For this assignment, you will select a single artefact, and analyse the rhetoric at work within it. ~ 1000 words or 4 double-spaced, typed pages
Argumentative Research Paper – 20%
This assignment is broken down into smaller parts throughout the term, so that you will be able to have an early start on it. Your argumentative essay will roughly follow the form outlined in the course textbook; however, you will be required to include a minimum of five (5) secondary sources that support or refute your argument, and your engagement with these sources will constitute part of your grade for the assignment. At least two (2) of these sources must be from peer-reviewed, scholarly journals. You should begin thinking about a topic that you would like to explore for this final essay early on in the term. The final product should be a culmination of the experience you’ve gained throughout the course.
~ 1500 to 2000 words or 6 to 8 double-spaced, typed pages
Final Revised Paper – 10%
This final submission will be a final revision (and thus polished version) of either your narrative paper OR rhetorical analysis paper. The goal of this assignment is to emphasize the importance of writing as a process; thus, in addition to the overall quality of writing, I will be marking based on the level of improvement I see in your writing from the first draft to the final copy.
~1000 words or 4 double-spaced, typed pages (keep in mind these are not four new pages, but edited pages)
Peer Review Sessions – 10%
The three major works for the course (the Narrative Essay, Rhetorical Analysis, and Argumentative Research Paper) will be subject to a peer review process, in which you will read through the work of your peers and complete a form that offers constructive feedback to help your peers improve their writing. Each form completed with a quality effort will receive 1% of the course grade; there will be three (3) peer review exchanges per session, for a total of nine (9) peer reviews. You will also receive an extra mark for completing all three (3) sets of peer-review evaluations.
Participation and In-Class Writing – 10%
Your participation in class discussions and workshops will be essential to the development of your own ideas and to those of your peers. This can only be accomplished if you are on time and present at all classes and contribute to the class in a significant way.
In addition to participation, you will be practicing active writing continuously throughout the term in the form of in-class writing. These writing exercises aim to strengthen your composition abilities, but to more generally get you comfortable with writing, including tackling any bouts of the infamous “writer’s block.” Finally, there will be a penalty of two (2) course marks from this section, should you miss the one-on-one check-in meetings with the instructor.
Course Outline
While the assignment deadlines are firm, please note that the schedule below may change due to weather conditions and/or university closures. In such a case, you will be notified of changes in advance.
|
Date |
Class |
Readings/In-Class Work |
Bring to Class |
|---|---|---|---|
|
7 January |
Introduction to Course |
*Always bring your notebooks to class | |
|
9 January |
Narratives |
pp. 116-126 |
|
|
14 January |
Narratives |
pp. 126-131; on LEARN |
|
|
16 January |
Narratives; Punctuation Part I |
pp. 542-46; In class writing |
Notebooks due |
|
21 January |
Narratives |
Peer editing |
3 copies of narrative |
|
23 January |
Topic Proposals |
pp. 37-43; 318-323 |
(100% fee refund deadline - Jan. 24) |
|
28 January |
Research and Finding Resources |
Library visit |
Narrative Due; Bring your laptops to library |
|
30 January |
Citation Practices and Annotated Bibliographies |
Notebooks due |
|
|
4 February |
Using Sources Effectively |
pp. 323-337 |
|
|
6 February |
Topic Proposals |
Peer-Editing |
2 copies of topic proposal |
|
11 February |
The Role of Writing; Using Verbs Effectively; Punctuation Part II |
pp. 102-111; |
Research Packet Due (Annotated Bibliography and Reflection, Topic Proposal) |
|
13 February |
Meetings: no class |
Attendance is equal to 1% of course grade under Participation |
|
| (50% fee refund deadline - Feb. 14) | |||
|
18 February |
Reading Week: No Class |
||
|
20 February |
Reading Week: No Class |
||
|
25 February |
Rhetorical Analysis |
pp. 259-261 |
|
|
27 February |
Rhetorical Analysis |
On LEARN |
Notebooks due |
|
3 March |
Rhetorical Analysis |
In class writing |
|
|
5 March |
Rhetorical Analysis |
Peer Editing |
3 copies of Rhetorical Analysis essay |
|
10 March |
Paragraphs; Nouns and Pronouns |
pp. 81-101; pp. 518-527 |
Rhetorical Analysis Due |
|
12 March |
Meetings: no class |
Attendance is equal to 1% of course grade under Participation |
|
|
17 March |
Parallelism and Modifiers |
pp. 531-536 |
|
|
19 March |
Arguments |
pp. 262-278 |
Notebooks due |
|
24 March |
Arguments |
pp. 288-291 |
|
|
26 March |
Arguments |
pp. 296-98; 304-08; In class writing |
|
|
31 March |
Arguments |
Peer editing |
3 copies of Argumentative Research Paper |
|
2 April |
Conclusion |
Argumentative Research Paper Due |
|
|
9 April |
No class |
Final Revised Paper Due |
Late Work
All assignments are to be submitted in hard copy unless otherwise noted on the due date at the beginning of class. Late essays will be penalized at a rate of 2% per day, including weekends. To avoid the deduction of late marks, prepare your work well in advance (i.e. if you have any questions or concerns, I expect to hear from you well before the assignment due date).
Late marks will not apply for the two following reasons:
- If you have notified me in advance about a concern or conflict, and we have come to an agreement on an alternate deadline.
-
If you invoke the “shit happens” clause (valid one time only, see below)
Shit Happens
Before I am your instructor and you are my students, we are first and foremost fellow humans, and I understand that sometimes we can’t prepare for the shit that happens in our lives. If something comes up that you didn’t anticipate and that you don’t have documentation for, you may invoke this clause as a “get out of late marks free” pass. You may use it on one assignment throughout the term and receive a three (3) day extension, no questions asked, though I do request that you contact me as soon as you think you might need it. This clause is my gift to you. Please use it wisely.
Electronic Device Policy
Your enrolment into this course means that you are a university student, which means that you are a grown up who is responsible for their own education. This means that I have no desire nor intent to police your use of electronics within this classroom. That being said, I want you to keep in mind that this is a learning environment, and that any use of electronics, be it a laptop, tablet, or cellphone should be for purposes such as note-taking or research. As your attention and involvement in class discussions, workshops, and lectures is crucial, not only to your own success in the course, but to the development of the course for everyone, this policy will only remain relaxed as long as distractions remain at a bare minimum. Should the presence of electronics become too disruptive, I will revisit this policy and require the use of alternative note-taking methods.
Cross-listed course
Please note that a cross-listed course will count in all respective averages no matter under which rubric it has been taken. For example, a PHIL/PSCI cross-list will count in a Philosophy major average, even if the course was taken under the Political Science rubric.
Academic Integrity
Academic Integrity: In order to maintain a culture of academic integrity, members of the University of Waterloo are expected to promote honesty, trust, fairness, respect and responsibility.
Discipline: A student is expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for their/her/his actions. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline. For typical penalties, check Guidelines for the Assessment of Penalties.
Grievance: A student who believes that a decision affecting some aspect of their/her/his university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4. When in doubt, please be certain to contact the department’s administrative assistant who will provide further assistance.
Appeals: A decision made or penalty imposed under Policy 70, Student Petitions and Grievances (other than a petition) or Policy 71, Student Discipline may be appealed if there is a ground. A student who believes they/she/he has a ground for an appeal should refer to Policy 72, Student Appeals.
Accommodations/ Accessibility
Note for students with disabilities: The AccessAbility Services office, located in Needles Hall Room 1132, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the AS office at the beginning of each academic term.
Mental Health Support
Life is hard sometimes, and all of us need a support system. Below are a list of mental health support services you can access. I encourage you to use them if/as needed.
On Campus
- Counselling Services: counselling.services@uwaterloo.ca / 519-888-4567 ext. 32655
- MATES: one-to-one peer support program offered by Federation of Students (FEDS) and Counselling Services
- Health Services Emergency service: located across the creek form Student Life Centre
Off campus, 24/7
- Good2Talk: Free confidential helpline for post-secondary students. Phone: 1-866-925-5454
- Grand River Hospital: Emergency care for mental health crisis. Phone: 519-749-4300 ext. 6880 • Here 24/7: Mental Health and Crisis Service Team. Phone: 1-844-437-3247
- OK2BME: support services for lesbian, gay, bisexual, trans or questioning teens in Waterloo. Phone: 519-884-0000 ext. 213