ENGL 109 Introduction to Academic Writing
Fall 2022
10:00-11:20AM TTh, EV3 3408
Instructor Information
Instructor: Shannon Lodoen
Office: PAS 2217
Office Hours: TTh 11:30AM-1:00PM
Email: smlodoen@uwaterloo.ca
As a member of the University of Waterloo, I carry out my work and studies on the traditional territory of the Attawandaron (Neutral), Anishnaabeg, and Haudenosaunee peoples. The land on which the University is situated was promised and given to Six Nations in 1784 and includes ten kilometres on each side of the Grand River (the Haldimand Tract).
Course Description
Welcome to English 109! The purpose of this course is to help you communicate with greater confidence and proficiency. This course will show you what kinds of choices you can make as you begin to write, what tools you have to help you communicate in different ways in your writing, and how to improve your writing. You will learn and practice a variety of ways to write for different audiences and in different voices, primarily (although not only) in an academic setting. Through writing, you can also explore and think critically about the world around you and your place in it.
We will be writing every day in class, and you will be working with your classmates in every class. We write every day because writing is a process that happens over time. You will hand in some, but not all, of the writing exercises you complete. Some assignments are ungraded (like groupwork), some are ‘low-stakes’ (like your journal entries), and others are graded (like assignments). You will have many opportunities to revise your work after receiving both peer and instructor feedback. You will be working with and talking with your classmates every day because I believe writing and learning are social activities: you will be each others’ readers, will offer each other feedback, and will learn to strengthen and shape your own writing by speaking with your peers about their writing.
Course Goals and Learning Outcomes
This course is designed to help you:
• Think critically and communicate effectively
• Learn and practice a variety of strategies for inventing, drafting, and editing texts
• Learn and practice writing in a variety of academic genres
• Learn to read critically
• Learn to write persuasively by effectively employing elements of formal argumentation
• Give and receive useful feedback on writing for the purposes of revision
• Learn and practice communicating to a variety of academic audiences
Required Text
How to Write Anything with Readings, 4th ed. John J. Ruszkiewicz and Jay Dolmage (Bedford/St. Martin’s).
Course Requirements and Assessments
|
Assessment |
Date of Evaluation |
Weighting |
|---|---|---|
|
Participation Activities |
All term |
30% |
|
Argument Essay |
Oct 18th |
15% |
|
Proposal Letter |
Oct 27th |
15% |
|
Peer Review |
Oct 4th, Nov 15th |
10% |
|
Research Essay Oral Presentation |
Nov 22nd Nov 24th/Nov 29th |
20% 5% |
|
Reflection |
Dec 6th |
5% |
|
Final |
100% |
There is no final exam in this class.
Assessments Overview
Participation Activities
For this class to succeed, all students must participate fully and collaborate with each other enthusiastically and respectfully. Attendance and participation are mandatory in this course. You will receive at least 1 point per class by writing entries in your Process Journal (noted as “PJ” in the schedule). These journals serve both as attendance markers and a chance to engage with and reflect upon the ideas discussed in class and the readings. This means that you must attend all classes to earn full marks in this category. Please see the Missed Class Policy (pg. 7) for exemptions and more details.
Essays
Assessment in this course is based largely on the idea that good writing takes practice, and that students become stronger writers by having the opportunity to produce many drafts of their work based on self-assessment, peer review, and instructor feedback. You will produce three main written works in this class (an argument essay, a proposal letter, and a research essay) as well as many smaller, in class writing assignments that practice the component parts of those larger writing projects. Time will often be provided in class to work on your essays. The purpose of these in-class writing workshops is to A) reduce your workload outside of class time and B) provide a collaborative writing environment where you can get feedback from peers or myself.
All writing assignments must be handed in on specific due dates and in the formats specified in the Course Outline. Final drafts of the argument essay and research essay should be submitted electronically via LEARN by 10AM on the due date. The proposal letter should be emailed to me by 9:30AM on the due date noted in the schedule.
If you are having trouble with spelling, grammar, or style for your essays, please refer to the following textbook chapters as needed: HTWA4 Ch. 31 “Levels of Style,” Ch. 32 “Clear and Vigorous Writing,” Ch. 34 “Purposeful Paragraphs,” Ch. 35 “Strategic Transitions,” Ch. 55 “Grammar,” Ch. 56 “Mechanics,” Ch. 57 “Sentence Issues,” and Ch. 58 “Troublesome Pairs”
Peer Review
At two points in the term, you will have formal peer review. There will be other opportunities to “practice” the peer review process throughout the term; outlines and resources for peer review will be provided and discussed in class. In order to receive marks in this category, you must demonstrate engagement with and thoughtful reflection upon the work of your peers. You will always have at least one full week after peer review to submit your final, revised essays (see above).
Oral Presentation
This short (3 minutes, to be exact) presentation will help you learn to synthesize and organize your research into a clear and easily-digestible format. There will be class time and resources devoted to helping you develop your presentation style and content. The marking scheme for this assessment will come directly from the official 3MT competition judging criteria. We will have two classes devoted to presentations; each student will be responsible for their own presentation, answering questions related to their topic, and asking a question to a peer.
Reflection
On the last day of class, in lieu of an exam, you will write a reflection on your experiences in the course. Prompts will be given to guide your writing. The reflection will be submitted at the end of class.
Course Outline
|
Date |
Topic |
Readings |
Assignments Due |
|---|---|---|---|
|
September 8 |
Course overview, introductions |
Syllabus |
In class: Questionnaire (PJ) 1pt |
|
September 13 |
MINI UNIT: NARRATIVE Overview of unit, key features of narratives, narrative techniques |
HTWA4 Ch. 1: “Academic Goals and Expectations” “Definition and Examples of Narratives in Writing” https://www.thoughtco.com/narrative-composition-term-1691417#:~:text=Every%20narrative%20has%20five%20elements,elements%20to%20assemble%20her%20story. “Storytelling that Moves People” https://hbr.org/2003/06/storytelling-that-moves-people |
In class: Response (PJ) 1pt |
|
September 15 |
Organizing our thoughts, brainstorming for literacy narrative |
Review “Literacy Narratives,” HTWA4 Ch. 1 HTWA4 Ch. 3 “Claiming Topics”
HTWA4 Ch. 28 “Strategies of Development” |
In class: Activity (PJ) 1pt |
|
September 20 |
Writing a literacy narrative paragraph |
HTWA4 Ch 7 “Choosing Style and Design” For grammar support, see Ch. 55-58 |
In class: Personal Paragraph (PJ) 3pt |
|
September 22 |
UNIT 1: CRAFTING ARGUMENTS Argument overview, developing a thesis, rhetorical appeals |
“Argumentative Essays” https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html HTWA4 Ch. 10 “Arguments” p.89-91 “Using Rhetorical Strategies” https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/rhetorical_strategies.html |
In class: Response (PJ) 1pt |
|
September 27 |
Clarity and style in writing, arguing both sides |
HTWA4 Ch. 29 “Outlining” HTWA4 Ch. 27 “Shaping A Thesis” |
In class: Argument Paragraphs 5pts (Self 2 x 2 / Peer x 1) |
|
September 29 |
Drop, No Penalty period ends: 100% tuition refund. Writing workshop: Argument Essay |
Pomodoro explanation: https://todoist.com/productivity-methods/pomodoro-technique HTWA4 Ch. 10 “Arguments” p.95-106 |
Come to class with Argument Essay topic in mind In class: Response (PJ) 1pt Bring your laptops! |
|
October 4 |
Peer Review Playing Devil’s Advocate |
HTWA4 Ch. 31 “Peer Editing” |
Due today: Argument Essay Draft Bring 3 copies to class Peer Review 5pts In class: Reflection (PJ) 1pt |
|
October 6 |
Reviewing and integrating feedback, choosing titles |
HTWA4 Ch. 26 “Critical Thinking” HTWA4 Ch. 30 “Revising, Editing, Proofreading” HTWA4 Ch. 39 “Informative Titles” |
In class: Reflection (PJ) 1pt |
|
October 11 |
Reading Week |
N/A |
|
|
October 13: |
Reading Week |
N/A |
|
|
October 18 |
UNIT 2: ADDRESSING AUDIENCES Identifying audiences |
HTWA4 Ch. 4 “Imagining Audiences” Professional Communications Ch. 3: https://ecampusontario.pressbooks.pub/profcommsontario/chapter/getting-to-know-your-audience/#:~:text=Your%20audience%20is%20the%20person,it%20the%20way%20you%20intended. |
Due today: Completed Argument Essay Upload electronically to LEARN by 10AM 15pts In class: Group audience profile (PJ) 1pt |
|
October 20 |
Writing proposals |
HTWA4 Ch. 12 “Proposals” |
In class: Activity (PJ) 1pt |
|
October 25 |
Setting up proposal outlines, audience profiles Components of professional email correspondence |
Review Professional Communications Ch. 3, HTWA4 Ch. 12 “Proposals” HTWA4 Ch. 21 “Professional Correspondence” |
Beginning of class: Come to class with topic idea selected and audience in mind. In class: Proposal audience profile (PJ) 3pts |
|
October 27 |
Peer Response Workshop |
N/A |
Due today: Proposal Letter with Audience Profile Email to me by 9:30AM 10pts Peer response submitted by email at the end of class 5pts Bring your laptops! Option to resubmit letter to be discussed |
|
November 1 |
UNIT 3: CONDUCTING RESEARCH Conducting academic research Math librarian visit (Rebecca Hutchinson) |
Online Library Module |
Online Library Module 1pt In class: Reflection (PJ) 1pt |
|
November 3 |
Researching and citation best practices |
HTWA4 Ch. 49 “Summarizing Sources” Ch. 50 “Paraphrasing Sources,” Ch. 51 “Incorporating Sources” and Ch. 52 “Documenting Sources” HTWA4 Ch. 54 “APA Documentation and Format” (Cheat Sheet here: https://apastyle.apa.org/instructional-aids/scaffolded-reference-elements-worksheet.pdf) |
In class: Activity (PJ) 1pt |
|
November 8 |
Questions, review, research support |
HTWA4 Ch. 43 “Beginning Research” |
In class: Reflection (PJ) 1pt Instructor Meetings 1pt Laptops allowed |
|
November 10 |
Rewriting and revising |
Review HTWA4 Ch. 30 “Revising, Editing, Proofreading” |
In class: Reflection (PJ) 1pt Instructor Meetings 1pt Laptops allowed |
|
November 15 |
Peer Review |
Review HTWA4 Ch. 31 “Peer Editing” |
Due Today: Rough Draft of Research Essay Bring 3 copies for Peer Workshop Peer Review 5pts In class: Reflection (PJ) 1pt |
|
November 17 |
UNIT 4: SHARING RESEARCH How to present yourself 3MT Thesis Competition overview |
From Professional Communications: Ch. 21 “Your Presentation Style” https://ecampusontario.pressbooks.pub/profcommsontario/chapter/your-presentation-style/ 3MT Intro, Rules, and Judging Criteria https://www.queensu.ca/grad-postdoc/research/share/three-minute-thesis |
In class: Activity (PJ) 1 pt |
|
November 22 |
Oral reports best practices |
HTWA4 Ch. 20 “Oral Reports” Ch. 22 “Developing a Presentation Strategy” https://ecampusontario.pressbooks.pub/profcommsontario/chapter/developing-a-presentation-strategy/ |
Due Today: Research Essay Upload electronically to LEARN by 10AM 20pts In class: Activity (PJ) 1pt |
|
November 24 |
3MT Oral presentations |
N/A |
In class: Presentations 5pts In class: Reflection (PJ) 1pt |
|
November 29 |
3MT Oral Presentations |
N/A |
In class: Presentations 5pts In class: Reflection (PJ) 1pt |
|
Dec 1 |
Course conclusion |
In class: End of Course Reflection Submit at the end of class 5pts |
Course Policies
Standard of Work
This is a university-level course, and you are expected to be comfortable with the mechanics of writing; that is, to understand and use proper grammar, syntax, and punctuation in order to communicate effectively. The course textbook, How To Write Anything 4, offers guidelines and activities to help you with these mechanics in Chapters 55-58. If you need extra assistance with the basics of writing, it is your responsibility to come to office hours or make an appointment with me for extra help.
For your Argument Essay and Research Essay, you are expected to use APA format for written work (see HTWA Ch. 54). Try to save paper by doublesiding your printing or printing on good-on-one-side paper for drafts to be used in class. Organize your electronic copies of your work (by draft number, by date, etc.) so you can easily see which drafts are revised.
You chose this course using the MATH selection portal. But if you feel that you are now in the wrong course, let me know as soon as possible.
Missed Class Policy
If you know you will have to miss a partial or whole class please notify me at least 1 hour before the start of class (by 9:00AM). Failure to give advanced notice means you will not be given the opportunity to make up missed activities or in-class assignments. Be sure to state the reason for your absence in your email. If you are ill or have a family or personal emergency, you must provide documentation. If you miss more than 1 week of classes (a Tuesday and a Thursday) due to self-isolation for a close contact or suspected case of COVID-19, you must provide documentation.
Accommodations will be available for students who cannot attend classes due to self-isolation, documented illness, family emergency, or study permit issues:
- Lecture summaries and/or materials will be made available.
- Online submission for in-class activities will be made available.
- Deadline extensions will be considered.
Email Response Times
I check email regularly on weekdays and will respond to you within 24 hours of receiving your message. However, as a rule I do not respond to emails for 48 hours over weekends, from Friday 5PM to Sunday 5PM.
Assessment Submission:
There is a LEARN site for this course that you will use to hand in your Argument Essay and Research Essay. These two assessments must be submitted by 10AM on the due date in order to avoid incurring late penalties (5% per day). You will also be submitting handwritten work in class: in your Process Journals, peer review forms, and Response Letter (Part 2 of the Proposal Letter assessment). I will give you reminders about when and where work will be submitted throughout the term, and the assessments are also listed in the syllabus.
Grading Schemas
I understand that students want clear breakdowns of where their grades come from, so I always do my best to provide rubrics that clearly delineate where and how marks are given. For example, the grading breakdown for a 1pt Process Journal entry is as follows:
- Full mark (1pt) for a journal entry that responds to the prompt and follows the directions given.
- Half mark (0.5pt) for a journal entry that does not fully respond to the prompt and/or does not follow the directions given.
- No marks (0pt) for entries left blank (i.e. if you are not in class to write your response).
Full rubrics for each assignment will be posted on LEARN.
Late Work
For the three major papers, late work will be penalized 5% per day including weekends. Submitting work to LEARN on the date of the deadline but after 10AM is considered one day late. Failing to attend class on the days where peer review or other graded activities take place will result in a ‘zero’ for the activity unless you have explicitly discussed the situation with me in advance. All three major writing projects must be completed and submitted in order to pass the course.
Electronic Device Policy
We will use pens/pencils and paper for most of the writing in class. We will use laptops for internet access or writing workshops on specific days, but otherwise please do not use laptops in class unless this is an accommodation you need (please speak with me about this accommodation).
Students are not allowed to call, text or browse on their phones during class. If you require the use of your phone for medical issues, please make sure to contact AccessAbility Services.
Optional Readings
- “Optimizing Your Workspace” – Huberman Lab Podcast https://hubermanlab.com/optimizing-workspace-for-productivity-focus-and-creativity/
- Practical Advice – HTWA4 Ch. 32 “Overcoming Writer’s Block”
- Style and Grammar References – HTWA4 Ch. 31 “Levels of Style,” Ch. 32 “Clear and Vigorous Writing,” Ch. 34 “Purposeful Paragraphs,” Ch. 35 “Strategic Transitions,” Ch. 55 “Grammar,” Ch. 56 “Mechanics,” Ch. 57 “Sentence Issues,” and Ch. 58 “Troublesome Pairs”
University Policies
Accommodations
We all have different ways of learning and different needs for accommodation. The University of Waterloo has a longstanding commitment to support the participation in and access to university programs, services, and facilities by persons with all types of disabilities. All students who have a permanent or temporary disability have the right to the services of the University of Waterloo’s AccessAbility Services office. This office is located on the first floor of the Needles Hall extension (NH 1401) and can be reached by telephone at x35082. To register for these services, you must provide documentation from a qualified professional to verify your disability.
Academic Integrity
In order to maintain a culture of academic integrity, members of the University of Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility. See the UWaterloo Academic Integrity webpage and the Arts Academic Integrity webpage for more information.
Discipline
A student is expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for his/her 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 his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4 (https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-70). 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 he/she has a ground for an appeal should refer to Policy 72, Student Appeals (https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-72).
Turnitin.com
Text matching software (Turnitin®) may be used to screen assignments in this course. Turnitin® is used to verify that all materials and sources in assignments are documented. Students' submissions are stored on a U.S. server, therefore students must be given an alternative (e.g., scaffolded assignment or annotated bibliography), if they are concerned about their privacy and/or security. Students will be given due notice, in the first week of the term and/or at the time assignment details are provided, about arrangements and alternatives for the use of Turnitin in this course. It is the responsibility of the student to notify the instructor if they, in the first week of term or at the time assignment details are provided, wish to submit alternate assignment.
Mental Health Services
- Counselling Services: counselling.services@uwaterloo.ca / 519-888-4567 ext. 32655
- MATES: one-to-one peer support program offered by the Waterloo Undergraduate Student Association (WUSA) and Counselling Services
Off campus, 24/7
- Good2Talk: Free confidential help line 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: set of support services for lesbian, gay, bisexual, transgender or questioning teens in Waterloo. Phone: 519-884-0000 extension 213
Full details can be found online on the Faculty of Arts website
Download UWaterloo and regional mental health resources (PDF)
Download the WatSafe app to your phone to quickly access mental health support information.