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| English 213: Writing
in the Academic Disciplines |
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English 213 Prerequisites
Successful completion
of English 111 (C or better).
You must document your placement into this course within the first three
class periods.
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Description
According
to the UAA Catalog, Engl. 213 provides "[i]nstruction in writing
based on close analysis of readings in various disciplines, primarily the
natural or social sciences.
Develops a broad range of expository writing skills, including
composition of the empirical report.
Research paper required."
The course has several additional emphases:
- to introduce the
student to the wide range of writing and modes of analysis in the natural
and social sciences;
- to develop a
literate academic writing style free of clutter and jargon;
- to practice basic
methods of qualitative, quantitative, and library research (including the
Internet); and
- to document a
variety of sources correctly in the APA style.
I
assume that each student brings to class the basic skills of expository writing
from Engl. 111, so we will spend a minimal amount of time on basic grammar,
usage, punctuation, and mechanics.
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Objectives
Since much of the class will take place as
a writing workshop, English 213 will be successful only to the degree that you
commit yourself to the writing assignments and group work. Group work is an integral part of course, and you’ll be
organized according to your majors and/or related interests. The analytical critique and literature review are individual
papers, done with group feedback, while the final essay, the empirical research
report, will be a group assignment with each person responsible for the
composition of one major section of the essay and group editing of the rest.
A wise student will pick a theme or set of related issues to pursue
throughout the term!
Although
other specific goals and competencies are defined for each writing unit, by the
end of the semester, students will be expected to understand and demonstrate:
- Familiarity with
their own writing processes, reflecting competence in creating, developing,
and refining a college-level essay
through prewriting, drafting, and revising skills.
- The ability to develop and write relatively error-free,
clearly-written, well-organized, properly-documented essays on topics in the
natural and social sciences. The
essays will support a clearly-defined (generally argumentative) thesis,
reflect a variety of organizational modes, and incorporate substantial
qualitative and quantitative research.
- The ability to
write an academic critique, a literature review, and the traditional
empirical report.
- Critical reading
of college-level prose, including the identification of key ideas and
analysis of writing techniques.
- Proficiency in the
general research strategies (critical reading and note-taking; finding,
reviewing, evaluating, integrating, and documenting research material;
summarizing, paraphrasing, and quoting sources) required to incorporate the
work of others into essays for academic contexts.
- Library research
techniques by finding, evaluating, incorporating, and documenting material
from different sources and media (including Internet sources) in the APA
style.
Any
student requiring individualized accommodation due to a documented ADA
disability should see me during the first week of class.
UAA is an equal opportunity institution.
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Texts and Supplies
Behrens,
L. & Rosen, L. J. (Eds.) (1997). Writing
and reading across the curriculum. (6th ed.)
New
York: Longman. (Abbreviated B&R)
American
Psychological Association. (1994). Publication
manual of the American Psychological
Association. (4th ed.) Washington, D.C.: Author.
(Abbreviated APA)
Recommended:
Williams,
J. M. (1997). Style: Ten lessons
in clarity and grace. (5th ed.)
New York: Longman, 1997.
A recent composition handbook, a good paperback dictionary, and a thesaurus.
A pocket folder.
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Requirements and Policies
1.
Reading: The careful and thorough
reading of all assignments is essential to your successful completion
of
the course. For each assignment, you should also read the editor's notes and
review questions.
2. Handing in Papers
- Format:
Each final draft is to be typed on standard 8 ½ x 11 inch paper
according to the MLA style. Essays
should be stapled in the upper left-hand corner.
Keep your work on disk, if possible, and please keep a hardcopy of
your final paper--well--just in case.
- Folders:
Turn-in your research paper in a pocket folder.
Include your process work (prewriting material, drafts, photocopies
of sources, notes, worksheets, etc.) clearly labeled on one side and the
final draft of the essay on the other.
No plastic covers or bound papers, please.
- Sources:
Proper use and documentation of source material is an essential
skills to be mastered in this class.
To facilitate good research habits, each source you use in your
essays (or portion/section of longer sources) should be photocopied,
clearly labeled in proper APA bibliographical form, and handed in with
your final draft. On the
photocopy itself:
·
Highlight the passage(s) you use in your
paper, whether in summary, paraphrase, or quotation.
·
Identify how you have used the source
(summary, paraphrase, or quotation) in the margin of the photocopy.
·
Identify the page number in your paper
where the source is used.
Please note that you cannot
pass any English 213 assignment without turning in annotated copies of
your source material!
3. Daily
Work/Quizzes: Students are to keep
up with daily work and to come to class prepared,
particularly when rough or
revised drafts are due for the group work.
Daily work may be checked
through pop quizzes or other
assignments. Missed quizzes and daily assignments cannot be made up
and are counted as zeros.
4.
Attendance:
Prompt, regular attendance is essential to your success in the course.
A roll sheet circulated daily at the beginning of class serves as the
record of attendance.
Chronically late persons will be considered absent; two unexplained
absences will penalize your grade; three can drop you from the course and will
certainly lower your grade.
If you miss class, you are still responsible for any work due and should
check with classmates for notes and assignments.
5. Plagiarism:
Using another person's ideas, phrases, words, or writings without proper
documentation, including having others write for you or using undocumented
library sources, will not be tolerated.
Disciplinary action can range from failing the paper in question to
failure in the course.
See the Code of Student Conduct for details.
6. More
Help: In
addition, tutors in the Reading / Writing Center (R/WC) are available for
consultation on your assignments.
They will help you revise your essay according to the assignment criteria
and your specific concerns, though they are neither proofreaders nor guarantors
of your grade.
The English Computer Classroom (ECC) is also open throughout the term for
English 213 students.
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Grades
Final grades will be distributed according to the following
scale: A = 93-100, B = 85-92, C = 77-84, D = 70-76, E = 69 or below, in line with the UAA
descriptions (A = "comprehensive mastery," B = "high level of
performance," C = "satisfactory level of performance," D = "lowest
passing grade," and F = "failure"). No late
assignments are accepted unless prior approval has been granted. If accepted, late or
incomplete drafts penalize the final draft one letter grade, and late final papers start
with a "C." Letter grades, when I use them, equal the following percentages:
| Grade |
+ |
Letter |
- |
| A |
= |
98 |
96 |
94 |
| B |
= |
92 |
88 |
86 |
| C |
= |
83 |
81 |
78 |
| D |
= |
76 |
74 |
72 |
| E |
= |
70 and below |
| NG |
= |
No Grade |
In some cases, I may assign a different point value for papers that do
not fit these A through F categories or I may also split a final essay grade
between a content grade and a grammar/mechanics grade. See the attached handout for a description of
general grading criteria; specific criteria are circulated for each assignment. Grading
papers is a time consuming task, so I ask that you allow me 2 – 3 class periods to
return your folders.
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Final Grades
The assignments are valued as
follows:
| Assignment |
Points |
|
Unit 1: Analytical
Critique (750 – 1000 words) |
100 |
|
Draft Summary |
25 |
|
Draft Critique |
25 |
|
Total Points Unit 1 |
150 |
| Unit 2: Literature
Review (1000 – 1250 words) |
200 |
|
Thesis & Outline |
25 |
|
Draft Literature Review |
25 |
|
Total Points Unit 2 |
250 |
| Unit 3: Empirical
Report (1500 – 2000 words) |
300 |
| Draft Introduction |
20 |
| Draft Methods |
20 |
| Draft Results |
20 |
| Draft Discussion |
20 |
| Draft Abstract & References
Page |
20 |
|
Total Points Unit 3 |
400 |
|
Major Writing Assignments |
800 points |
|
|
| Other Assignments |
|
| Research Report |
50 |
| APA Documentation Test |
150 |
|
Total Points for the Semester |
1000 points |
Other Grading Concerns:
(1) If you’re contemplating dropping the course, I ask that you see me first
to see if we can work something out or at least let me know so I can drop you
from my roll book. (2) I give I's (incompletes) only in the case of grave
personal emergency. (3) If you have
questions at any time about grading procedures, a grade received, or any other
question in the course (particularly if you seem to be falling behind), don't
suffer in silence. Let me know, and
we'll talk it out.
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General Grading Criteria and Writing
Competencies, English 111
| Overall Content and Style |
Grammar and Mechanics |
| Clear and appropriate thesis/controlling
idea |
Complete and grammatical sentences: no
fragment, comma splices, or run-on sentences. |
| Clear, logical structure appropriate to the
purpose of the essay (clear mode(s) of development; use of transition and coherence
devices) |
Subject-verb agreement: verbs agree with
their subjects. |
| Effective introductory and concluding
paragraphs |
Pronoun usage: pronouns clear and agree with
their antecedents. |
| Topic sentences (paragraphing around a
single idea) |
Diction: strong verbs, concrete language,
clear editing. |
| Unified paragraphs developed through
specific examples and details |
Punctuation: virtually free of punctuation
errors, particularly comma usage. |
| Awareness of audience and point of view (no
shifts in person, tense, number, voice) |
Correct spelling: minimal typos. |
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General Description of Paper
Grades, English 111/Kline
| A |
This paper fully addresses the assignment with originality and
imagination; presents a clear, complex, and thought-provoking thesis; paragraphs
demonstrate clear, coherent organization, fully and richly developed with relevant and
even surprising details and examples; diction reveals a broad, vigorous, precise
vocabulary; sentence structure is varied and interesting with a clear command of
transition and coherence devices; virtually free of surface errors; demonstrates a
coherent and satisfying overall structure; speaks with a clearly identifiable authorial
voice with a clear grasp of audience expectations. Generally, the reader is enlightened by
this carefully thought-out and prepared paper. |
| B |
This paper fully explores the complexity of the assignment; the thesis
is clear and interesting; paragraphs are effectively organized and coherently developed,
balancing supporting generalizations with relevant, specific details; diction is competent
and appropriate; sentence structure is varied and logical; few, if any, surface errors;
introduction and conclusion offer compelling views of the subject; the essay presents a
clear sense of authorial voice and audience expectations. Generally, this well-organized
and logically structured paper offers an interesting and readable view of the subject. |
| C |
This paper in some way grapples with the assignment; thesis may be
cloudy, perfunctory, or simplistic; paragraphs show evidence of organization and
transition, though paragraph development is uneven, brief, or shallow; diction is
acceptable, though limited or vague; sentences are generally grammatical, though
repetitive; some bothersome grammatical errors don't interfere with reading; introduction
and conclusion are acceptable though uninteresting; essay has some sense of voice and
audience; Generally, this essay addresses the assignment but doesn't invoke interest or
invite rereading. |
| D |
This paper attempts the assignment but is unsuccessful; thesis may be
underdeveloped or clichéd; paragraphs ramble and appear disorganized and underdeveloped;
language is marred by flaws in diction and usage; sentences contain many awkward, vague,
and ungrammatical sentences which interfere with reading; punctuation is confused and
inconsistent; organization is rough, choppy, and illogical; little or no awareness of
voice or audience. Generally, this essay appears to have been put together quickly and
carelessly or betrays major difficulties in writing skills. |
| F |
This paper fails to do one or more of the following: address the
assignment; find a thesis or controlling idea; paragraph around as single, central idea;
write standard, college-level English; form grammatical sentences; punctuate correctly. |
| NG |
This grade indicates major serious flaws with the assignment, and this
paper must be revised after consulting with the instructor. In that consultation, we will
identify exactly what needs to be done to bring the paper to a passing level. An NG allows
me to avoid a failing grade for the paper and allows the student to correct the flaw(s) in
the essay. If a student chooses not to revise and turn-in an NG essay, the grade will be
recorded as a zero. |
| Poor proofreading (spelling, typos, etc) and
multiple surface errors can significantly lower your grade. |
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© 1998, Daniel T. Kline. All rights reserved. Page launched
on 1.1.98. Last updated on 10.03.02.