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# N# 0 ~# ! z B( ( B( }! B( }! ## ## ( ~# B( h q : SEQ CHAPTER \h \r 1Instructor: Neil P. Baird English 380.001
Office: Simpkins Hall 213 MWF 1:00-1:50; Simpkins 120
Phone: (309) 298-1534 Fall 2008 Office Hours:
E-Mail: np-baird@wiu.edu M 12:00-12:50; W 2:00-2:50
English 380 (1): Writing for the Humanities and Social Sciences
You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. . . . You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you. . . . The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.
Kenneth Burke
This Writing Instruction in the Disciplines (WID) course is focused on the kinds of academic writing commonly used by professionals in the social sciences. This course is designed to prepare you to become writers in the disciplinary community you will be joining in the future. Not only will this course offer you the opportunity to practice the genres of writing common to the social sciences, you will use these genres and the research methods commonly used by professionals in your field to form a research project of interest to you that will contribute to your chosen disciplinary community.
Many believe that writing is an activity done in isolation. Kenneth Burkes metaphor for writing in the extended quote above suggests that writing is a very social activity. In addition to focusing on the genres of writing common to the social sciences, this course will show that learning to write well means entering a conversation; it will also suggest that learning to write well involves writing for specific communities of people.
REQUIRED TEXTS:
Writing in the Social Sciences: A Rhetoric with Readings by Kristine Hansen (4)
They Say/I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein (4)
Ethics and Representation in Qualitative Studies of Literacy by Peter Mortensen and Gesa E. Kirsch (4)
COURSE REQUIREMENTS (AT A GLANCE): In addition to the careful reading and preparation of the course readings expected at this level, this course will require you do to the following:
Article Critique (2)
Journal Review (2)
Participation in Round-Table Discussions (4)
Prospectus (2)
Research Report (2)
Panel Presentation (5)
GRADING SUMMARY: (7)
Article Critique 10%
Journal Review 15%
Round-Table Discussions 15%
Prospectus 25%
Research Report 25%
Panel Presentation 10%
SEQ CHAPTER \h \r 1Note: Quizzes will be given only if the class is not preparing the assigned readings. If quizzes are needed, the grading summary will be revised.
COURSE REQUIREMENTS (DESCRIBED):
Article Critique (2): This assignment will require you to locate and critique an article important to your research and your discipline. Through close analysis, the article critique will not only teach you how to question research methodologies but help reveal rhetorical conventions important to members of your disciplinary community.
Journal Review (2): In groups of 2-3, you will study the past 10 years of a journal important to your field. The close study of one journal will reveal that disciplines have histories, that research methods change over time, that there are rhetorical similarities among the articles within the journal, and that certain issues/questions are important to members of your field while others are not.
Prospectus/Research Report (2): Your ultimate objective in this course is to use the genres presented in this course to investigate an issue important you and the disciplinary community you will be joining in the near future. You will propose this research project to me through a prospectus and report the results of your research and your recommendations through a research report. In composing these projects, you will be producing 20-25 pages (3) of polished writing.
Round-Table Discussions (4): After your prospectus has been approved by me, you are free to conduct the research you proposed. Questions about and problems concerning doing the kinds of research common to the social sciences and actually writing research report itself will naturally develop, and the round-table discussion will offer you a forum to discuss the ethical decisions and difficulties you will face.
Panel Presentation (5): The prospectus and research report will be written to members of the discipline you will be joining in the future. It is also important to be able to communicate disciplinary knowledge to people outside your field. In a panel of 2-3 other students, you will present your research to an audience outside your field through a position paper.
COURSE POLICIES:
Attendance/Late Work: SEQ CHAPTER \h \r 1Department policy allows you to miss three class sessions for any reason; after this, your final grade for the course may be reduced by three points for each class missed. For example, if your final grade averages 91%, missing four classes will reduce this to a final grade of 88%. Arriving late and leaving early only disrupts the class, so make every effort to arrive before class starts and remain until class ends. No late work will be accepted. If you know you are going to miss class, make arrangements to turn in work that is due ahead of time.
Student Decorum: SEQ CHAPTER \h \r 1 SEQ CHAPTER \h \r 1Because University course work requires focused study and open exchange of ideas, the classroom and any electronic correspondence are expected to be spaces of courteous interaction. The demonstration of mutual respect between teacher and students includes arriving and leaving class at the designated times, participating in classroom activities, and adapting to new and varied learning styles and tasks. Academic communication requires that all of us listen carefully to each other (whether we agree or not) and to state our positions with clarity and our disagreements with tact. Because cell phones and other electronic devices disrupt the class, I ask that they be turned off as soon as you enter the classroom unless there is an emergency.
Plagiarism: SEQ CHAPTER \h \r 1Plagiarism is defined as representing another persons words, ideas, data, or work as ones own. Plagiarism includes, but is not limited to, the exact duplication of anothers work and the incorporation of a substantial or essential portion thereof. Other examples of plagiarism include the acts of appropriating the artistic or musical composition of another and Internet documents, or portions thereof, presenting them as your own.
The key to avoiding plagiarism is to give proper credit whenever the following are used:
Another persons ideas, opinions, or theories
Facts, statistics, graphs or other drawings or any pieces of information that are not common knowledge
Quotations of anothers actual spoken or written words
Paraphrases of anothers spoken or written words
Organization patterns or structures of anothers spoken or written work
Worth noting is the fact that ignorance does not excuse plagiarism. Intentional plagiarism consists of knowingly copying or using anothers work without giving proper credit. Unintentional plagiarism, on the other hand, may result from a lack of familiarity with citation standards, poor research methods, or careless cutting and pasting of Internet and other electronic sources. In either case, both intentional and unintentional plagiarism constitutes violations of ǿýapp Illinois Universitys policy on Academic Dishonesty. Please see me if you have any questions or concerns, for plagiarism may result in a failing grade on a particular paper to failure of the course.
Students with Disabilities: SEQ CHAPTER \h \r 1 SEQ CHAPTER \h \r 1The Department of English and Journalism is committed to equal opportunity in education for all students, including those with physical disabilities or learning disabilities. If you are a student with a documented disability, it is your responsibility to contact me during the first week of the semester so that we can discuss appropriate accommodations.
University Writing Center: SEQ CHAPTER \h \r 1The University Writing Center is available to assist you with general and specific questions on particular essays, even at this level. Writing consultants are not miracle workers. Their job is to add another voice in response to your writing. The one-on-one assistance available at the University Writing Center is valuable for generating ideas, suggesting organization, and even working through grammatical issues. Use their services as early and as often as you can. The primary writing center for the Macomb campus is located in Simpkins 341. Call for an appointment (298-2815).
Course SEQ CHAPTER \h \r 1Schedule: This schedule is subject to change; however, formal notice will be given if any changes need to be made. (Key: H = Hansens Writing in the Social Sciences; G/B = Graff and Birkensteins They Say/I Say; M/K = Mortensen and Kirschs Ethics and Representation in Qualitative Studies of Literacy)
Week 1
M, 8/25: Course Introduction
W, 8/27: Personal Introductions
F, 8/29: What Are the Social Sciences?
Read: H p.5-22
Journal Review Assigned
Week 2
M, 9/1: Labor DayNo Class
W, 9/3: Writing the Prospectus
Read: H p. 147-79
Prospectus Assigned
F, 9/5: Entering the Conversation
Read: G/B p. 1-14
H p. 123-44 (Skim)
Week 3
M, 9/8: The Art of Summarizing
Read: G/B p. 28-38
Due: Summary #1 (for Prospectus)
W, 9/10: The Art of Quoting
Read: G/B p. 39-47
Due: Summary #2 (for Prospectus)
F, 9/12: Common Research Methods in the Social Sciences
Read: H p. 45-58
Week 4
M, 9/15: Interpreting Documents
Read: H p. 59-69
W, 9/17: Possibilities for Interpreting Documents
Due: Reflection #1
F, 9/19: Observing
Read: H p. 83-95
Week 5
M, 9/22: Possibilities for Observing
Due: Reflection #2
W, 9/24: Interviewing
Read: H p. 71-82
F, 9/26: Possibilities for Interviewing
Due: Reflection #3
Week 6
M, 9/29: Surveying
Read: H p. 97-110
W, 10/1: Possibilities for Surveying
Due: Reflection #4
F, 10/3: Three Ways to Respond
Read: G/B p. 51-63
No ClassAttend Your Conference
Week 7
M, 10/6: Writing Workshop (4) (5)Prospectus
W, 10/8: Group PresentationJournal Review
Due: Journal Review (6)
F, 10/10: Writing the Research Report
Read: H p. 181-206 (Skim)
Due: Prospectus (6)
Research Report Assigned
Round-Table Discussions Assigned
Week 8
M, 10/13: Institutional Style
Read: H p. 333-47
Article Critique Assigned
W, 10/15: Researcher/Subject Relationship
Read: M/K p. 3-16 (Newkirk)
F, 10/17: Researcher/Subject Relationship
Read: M/K p. 40-57 (Williams)
Week 9
M, 10/20: Round-Table Discussion #1 (4)
Due: First Round-Table Discussion Prompt
W, 10/22: Round-Table Discussion #1 (Cont.)
F, 10/25: Self-Representation
Read: M/K p. 17-39 (Brueggemann)
Week 10
M, 10/27: Self-Representation
Read: M/K p. 115-33 (Chiseri-Strater)
W, 10/29: Round-Table Discussion #2 (4)
Due: Second Round-Table Discussion Prompt
F, 10/31: Round-Table Discussion (Cont.)
Week 11
M, 11/3: Researcher/Text Relationship
Read: M/K p. 97-114 (Sullivan)
W, 11/5: Researcher/Text Relationship
Read: M/K p. 134-54 (Blakeslee et al.)
F, 11/7: Round-Table Discussion #3 (4)
Due: Third Round-Table Discussion Prompt
Week 12
M, 11/10: Round-Table discussion #3 (Cont.)
W, 11/12: PresentationArticle Critique (6)
F, 11/14: So What? Who Cares?
Read: G/B p. 88-97
Week 13
M, 11/17: Planting Naysayers
Read: G/B p. 74-87
W, 11/19: Connecting the Parts
Read: G/B p. 101-14; 123-32
F, 11/21: Document/Image Design
Read: H p. 273-89; 290-309 (Skim)
Week 14: Thanksgiving BreakNo Class
Week 15
M, 12/1: Writing the Position Paper
Read: H p. 207-16
W, 12/3: Oral Presentations
Read: H p. 311-29
F, 12/5: Panel PresentationPosition Papers (5)
Week 16
M, 12/8: Panel PresentationPosition Papers (5)
Due: Research Report (6)
W, 12/10: Panel PresentationPosition Papers (5)
F, 12/12: Panel PresentationPosition Papers (5)
Note: There is no final exam for this course; our final exam time will be used for any remaining panel presentations.
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