|ENGL3600W||HARDING, LINDSEY||MWF||11:15 AM||0061|
This course is ultimately an investigation into writing as a process, dialogue, and artifact. The class consists of 9 Thematic Units, 4 Projects, and a Final Portfolio Module. Each week, we’ll follow the same general agenda:
Mondays: Investigations. During these class meetings, we’ll study and discuss histories, theories, practices, forms, design, and the future of writing studies. Students will encounter writing in diverse forms, media, and modes. Through reading blog posts, podcasts, webtexts, photographic essays, and multimodal compositions alongside more traditional text-based essays, students will observe compositions in diverse production and interaction contexts. Students will partake in weekly discussions in an online forum and in class. By engaging in these dialogues throughout the semester, students will have the chance to see first-hand how discourse works in a community through dialogue to create and exchange knowledge.
Wednesdays: Studios. During these class meetings, students will actively engage in writing and writing process activities while applying concepts, theories, and ideas to creative projects.
Fridays: Projects. During these class meetings, students will work on larger writing projects through independent, small group, and full class activities. See descriptions of projects below.
Students in this course can expect to
- discuss the field of writing studies, general writing principles, and context-specific conventions relevant to students' major areas of study
- practice writing regularly
- work collaboratively with peers
- develop writing and editing skills
- use reflection to gain insight into their writing, thinking, and learning processes
- develop rhetorical flexibility (i.e., “knowing different writing tools and strategies, and being able to choose the best tools and strategies to create and communicate your meaning for any given context and in different modes, from Dartmouth Institute for Writing and Rhetoric, retrieved from http://writing-speech.dartmouth.edu/curriculum/writing-courses/writing-5/writing-5-learning-outcomes-students)
In this class, we’ll look at academic writing—its style, forms, and conventions—and students will have opportunities for writing beyond the university classroom, in public spaces and professional venues. Such comprehensive consideration for writing will help students develop the rhetorical flexibility they need to engage effectively in various future writing tasks for their major coursework, professional careers, and personal lives.
Welcome to Advanced Composition!
To prepare for our weekly Investigations, you’ll be responsible for keeping an active reading log.
For each assigned text/media artifact, record the following:
4: Four main ideas
2: Two questions
1: One key quote
Before our discussions, you’ll need to post the relevant records to the corresponding online discussion forum. You’ll also need to keep a running log of your active reading in a form of your choice (Google Docs, Evernote Notes, Word Doc, etc. )
PROJECT 1: Reflective Annotated Bibliography (Weeks 1-4)
- Curate scholarship about a topic in your field that you are interested in studying.
- Read and summarize arguments made by other writers/scholars.
- Study the form/structure/genre/conventions of texts in your major field of study.
PROJECT 2: Field-specific Project Proposal (Weeks 5-8)
- Write a proposal for a project you could see yourself carrying out someday.
- Situate your project in the existing scholarship.
- Describe what is already known about your topic.
- Describe what is not yet known about your topic.
- Explain what your project is and how it attends to a gap in the current knowledge landscape.
- Outline and defend a methodology for conducting your proposed project.
PROJECT 3: Style Sandbox (Weeks 9-10)
- Read essays written for the general public and composed in a variety of styles.
- Imitate the style of the essay while writing about a subject that you are interested in.
PROJECT 4: Public Writing about Writing (Weeks 11-13)
- Create a text designed to educate/engage a certain population about a writing-related issue you learned about this semester.
- Choose appropriate mode, style, and content to best reach and engage the selected audience (e.g., a newsletter about teaching for transfer designed to share with UGA faculty / a slidedeck on design for first-year college students / a letter to the editor of the Red and Black on the future of the essay)
FINAL PORTFOLIO (Weeks 14-15)
- Evaluate approaches to writing assignments and projects throughout the semester to construct an analytical narrative that explores your writing-related goals and choices.
- Develop a series of exhibits that features your best work and shows evidence of critical thinking, creative thinking, revision, and polish.
- Present a reflective collection that highlights what you have learned about writing and how you have developed as a writer this semester.
You are expected to attend and engage in every course meeting. While you will not receive a grade for attendance specifically, participation points will be awarded for a lot of the work that we’ll do in class. I consider our class a project team. Writing requires collaboration, thoughtful insight, practice, and time to develop and mature. If you do miss class, be sure to consult a peer to see what you missed and make-up any work. If you miss three classes, we’ll need to have a conversation about your desire to continue to be part of our team. After five absences, you may be withdrawn.
For class, be prepared to share your words and thoughts, ask questions, and get involved. Participation also includes preparation for class, completing assignments in a timely fashion, attending to readings, and investing yourself in your work, this class, and your peers. Here, you will not be a content consumer. Passivity is not acceptable. Engagement and collaboration are essential.
Required Textbooks - None.
All readings for the course will be available as PDFs or links to online material. For all of the readings, please feel free to print them out if you would like to enable note-taking strategies that might not be available for digital texts (i.e., in-text annotations, marginal comments, etc.)
Required Software - Peerceptiv.
We’ll use this software to support peer review this semester
- Makeup Policy
Assigned work will be due by the posted due dates. Work received up to a week late may be awarded half-credit at most. Work 7+ days late will not receive credit. If you know you will have a hard time meeting a due date or if something urgent/immediate comes up, please communicate with me ahead of time to discuss a possible extension. I am happy to work with you as long as you communicate with me.