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The Writers Workshop 102  Fall 2003 Monday 12-2:50 ic2015 

Tammie Bob, instructor                                     e-mail   bobtam@cdnet.cod.edu  

phone: 942-3327          website: www.cod.edu/people/faculty/bobtam/website/index.htm

office: ic3129b  office hours

ARE YOU confused, uncertain, or just in the mood to discuss something relative to the course? Call, e-mail, or stop by during my office hours.  I am always happy to talk to you.

TEXTS:   Elbow, Peter. Writing Without Teachers (twenty-fifth anniversary edition.) Oxford Univ. Press

           Miller, Robert Keith. ed.  Motives for Writing (fourth edition.) McGraw Hill.

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About the course:

English 102 enhances student experiences with the kinds of reading, writing, and thinking that happen in the college community.  Students  read various essays and  write in ways that speak back to the authors, extend their projects, or make use of the essays ideas for their own purposes. This course aims to engage college writers in learning to learn, learning to think about what they are learning, and learning to express their ideas even as they figure out what those ideas might be. Through Writers Workshop, writing is not only an end product-something that people read or produce-but also an activity that allows an individual or a group of individuals to think through a set of complicated issues, an activity that catches the mind at work even as it allows the mind to do its work. In the process, students will learn something about the ways that scholars think through complicated issues, write about their work in order to examine their thinking more carefully, share their ideas and experiences with others, and make different kinds of arguments based on their perspectives and understandings, and the response of others in the group.

This is, then, not simply a course in learning to "write well." It is, instead, practice in academic discourse, a course that through writing seeks to teach you the habits of mind that people in academic communities share and value. We will read texts that represent some of these habits of mind. In struggling with this oftentimes difficult material you will begin to think in new ways, to write in ways you may be unfamiliar with, to question, to doubt, and to create.

At the end of this course, you should be able to:

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engage in writing as a process, including various invention heurists (such as brainstorming)gathering evidence, considering audience, drafting, revising, editing, and proofreading .

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 engage in the collaborative, social aspects of writing, and use thewriting workshop as a tool for learning .

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 use language to explore and analyze contemporary multicultural, global, and cultural questions

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gather, summarize, synthesize, and explain information from various sources .

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use grammatical, stylistic, and mechanical formats and conventions. appropriate for a variety of audiences .

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critique your own and others’ work in written and oral formats.

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produce coherent, organized, readable prose for a variety of rhetorical situations .

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reflect on what contributed to your writing process, use the responses of others and evaluate

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             your own work .

COURSEWORK: During this course, you will produce three finished essays and a variety of drafts and responses to readings that lead up to the finished essay.  All drafts and reflections may be submitted for critique to the workshop, although responses to specific readings may be workshopped within the 102 cohort only.  In addition, two (2) of your drafts will be submitted to the larger group for critique.  In order to accomplish that, you must bring enough copies of the draft for the group or get the draft to my office (3129b) by the Thursday before it is scheduled to be workshopped so that I have time to have it copied.  The three essays may take a variety of forms and subjects, but must fit into the following categories:

Essay 1. Writing to interpret information

Essay 2. Writing to either a.evaluate or b. analyze images

Essay 3. Writing to either a. move others  or b. persuade others or c. amuse others.

Obviously, there is a lot of room for creativity and pursuit of personal interests here.

GRADES:

3 essays at 25% each- 75% (includes all drafts and written responses.)                                                    Participation             25%

Attendance:  In a once a week class based on peer interaction, attention is mandatory.  More than two absences will negatively affect your grade.  If you run into problems, let me know so we can head off any misunderstandings.

 

 

 

 
 

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TBA—or by appointment. In addition, you may email me to discuss specific questions you have
about your writing.
Attendance and Participation
Writing is a skill that requires practice through revisions, tutoring, and collaboration. Talking
about ideas with others—including class discussions—improves your writing as it helps hone,
clarify, and create knowledge. Since we are working together to improve our own and others’
writing, you should expect to participate; this is not a lecture class. For these reasons, your
attendance in the course is crucial for your success (see “Class Attendance” in the catalog).
Students who miss more than 15% of class, or more than ## classes, will fail the course. In
addition, missing frequently will lower your grade since you cannot participate in class activities
and earn credit for classwork. Being late or leaving early repeatedly will earn you absences.
You should be present for most of the class to receive credit for the class day. Present or not,
students are responsible for everything that goes on in class. Call a classmate to find out what
you missed and come prepared; we’ll exchange email addresses. Students participating in
university activities may arrange for make-up work prior to being away from class by submitting
a memo from the appropriate university official stating the upcoming absence and arranging to
submit assignments ahead of time.
Center for Writing and Research (976 GCB; 404-651-2906; www.gsu.edu/~wwwcwr)
I encourage students to seek additional personal instruction and tutoring at the Center for
Writing, located on the ninth floor of the General Classroom Building (976). The staff can assist
you with all stages of the writing process, from invention to arrangement to revising. They will
not, however, edit your papers or correct all your grammatical mistakes for you. If you seek help
with a specific grammatical quandary or troublesome stylistic tendency, they can show you
strategies for overcoming these problems. The service is free; you may drop-in and wait for a
tutor or sign up for a regular appointment. N.B.: You, not your tutor, is ultimately responsible
for the quality and content of the papers you submit.
Accommodations for Students with Special Needs
Students who need accommodations are asked to arrange a meeting during office hours or at
another mutually convenient time during the first week of classes, or as soon as possible of
accommodations are needed immediately. Bring a copy of your Student Accommodation Form
to the meeting. If you do not have an Accommodation Form but need accommodation, make an
appointment with the Office of Disability Services (Suite 230, New Student Center, extension 3-
9044) to arrange for accommodations.
Schedule of Readings and Assignments
Please Note: Reading and writing assignments are due at the beginning of class on the day for
which they are listed. I will provide detailed daily assignments and may make changes to the
syllabus to meet the class’s educational goals more effectively. Please keep abreast of these
changes by recording all revisions below. If you miss class, you are still responsible for any
changes I announce in class, so consult a peer for what you missed.
Writing to Understand Experience
Week 1
Aug. 25-29

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Class introduction and syllabus discussion
Motives Introd.: Writing for Your Life; HH Planning and Drafting
Week 2
Sept. 1-5
Motives Ch. 1: Writing to Understand Experience
Schiel;
Njeri;
Naylor
Paper 1 Assignment and Brainstorming
Week 3
Sept. 8-12
Sept. 1: Labor Day Holiday
Dillard, “Living Like Weasals;” HH: Paragraphs: Details and Development
In class drafting Paper 1
Week 4
Sept. 15-19
Draft Paper 1 Due; HH: Revising and Editing Essays; Quotation Marks and Direct
Discourse
Paper 1 Due; In-Class Essay 1 and Peer Review
Writing to Report Information
Week 5
Sept. 22-26
Motives Ch. 2: Writing to Report Information
Stark; Rogers; HH: Paragraphs: Unity and Coherence
HH:
Finding
Information;
Library
Stuff
Paper 2 Assignment and Topic Focus
Week 6
Sept. 29-Oct. 3
Return Paper 1; discuss/record writing issues
Schlosser; Egan
HH: Integrating Sources
Week 7
Oct. 6-10
HH:
MLA-Style
Documentation
Paper 2 Draft Due: Peer Review
Week 8
Oct. 13-17
Paper 2 Draft Due: Peer Review; HH: The Comma
Paper 2 Due; In Class Essay 2
Oct. 17:
Midpoint (Last day to withdraw with a possible “W” except for hardship)
Writing to Interpret Information
Week 9
Oct. 20-24
Motives Ch. 3: Writing to Interpret Information
Kristof; Return In Class Essay 2
Paper 3 Assignment and Topic Focus

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Week 10
Oct. 27-31
Return Paper 2; discuss/record writing issues
HH: Writing Under Pressure; Regents’ Info. and Tips
ADD Date:
Regents’ Test
Week 11
Nov. 3-7
Dershowitz; HH Exactness and Conciseness
Week 12
Nov. 10-14
T:
Paper 3 Draft Due: Peer Review
Th:
Paper 3 Due
Writing to Evaluate
Week 13
Nov. 17-21
Motives Ch. 4: Writing to Evaluate Something
Consumer
Reports; Moskowitz
Paper 4 Assignment and Development
Week 14
Nov. 24-28
Return Paper 3; discuss/record writing issues
Nov. 25-29: Thanksgiving Holiday
Week 15
Dec. 1-5
Rowe; Paper 4 focus and development; gather info.
Paper 4 Draft Due: Peer Review
Week 16
Dec. 8-12
Paper 4 Draft Due: Peer Review
Last Day of Class; Bring SASE; Paper 4 Due; In-Class Essay
Exams: Dec.
13-19
Monday, Dec. 29: Grades Due to Registrar by Noon