BC Prerequisite for ENG
3010
To enroll in
ENG 3010, students must have completed their WSU Basic Composition (BC)
requirement (ENG 1020 or equiv.) with a grade of C or better. Students who have
not completed this requirement will be asked to drop the course.
With a grade of
C or better, ENG 3010 fulfills the General Education IC (Intermediate
Composition) graduation requirement.
Successful completion of an IC course with a grade of C or better is a
prerequisite to enrolling in courses that fulfill the General Education WI
graduation requirement (Writing Intensive Course in the Major).
More
information on the General Education requirements is available from the
Undergraduate Programs office: http://advising.wayne.edu/curr/gnd1.php
Learning Outcomes
By the end of
ENG 3010, students will be able to
Read: Analyze genres from the student’s
discipline or profession, including their associated discourse community,
audience(s), rhetorical situations, purposes, and strategies.
Write: Use a flexible writing process and
varied technologies to produce texts that address the expectations of the
student’s disciplinary or professional discourse community in terms of claims,
evidence, organization, format, style, rhetorical situation, strategies, and
effects by drawing on an explicit understanding of the genre(s) being
composed.
Research: Write research genres, use research
methods, and conduct primary and secondary research to produce an extended
research project relevant to the student's discipline or profession.
Reflection: Use reflective writing to describe
developing knowledge about writing (especially writing in one’s discipline or
profession) and about oneself as a writer (including one’s ability to plan, monitor,
and evaluate one’s writing process and texts).
English Department Course
Description
Building on students’ diverse skills, ENG 3010 prepares
students for reading, research, and writing in the disciplines and professions,
particularly for Writing Intensive courses in the majors. To do so, it asks
students to consider how research and writing are fundamentally shaped by the
disciplinary and professional communities using them. Students analyze the
kinds of texts, evidence, and writing conventions used in their own
disciplinary or professional communities and consider how these items differ
across communities. Thus students achieve key course objectives: 1.) learn how
the goals and expectations of specific communities shape texts and their
functions; 2.) learn how writing constructs knowledge in the disciplines and
professions; and 3.) develop a sustained research project that analyzes or
undertakes writing in a discipline or profession.
To achieve these goals, the course places considerable
emphasis on analytical and critical reading and writing and the development of
research skills. It typically requires genres like the research proposal,
literature review, research presentation, and researched argument and the use
of varied technologies for research and writing.
Background
Writing across
the university takes place in broad disciplinary and interdisciplinary
contexts. The traditional definition of
a discipline includes its object of study; its theoretical and methodological
frameworks; its forms of claims, evidence, and argumentation; its genres and
means of dissemination; its applications; and the world view and values of its
community of practitioners, both novice (students) and experts (researchers and
professionals). Similarly, the broad
disciplinary areas of the university are often described in these terms:
·
The natural sciences are said to take
the physical world as their object of study, with deductive theories (that is,
theories that make specific predictions) and hypothesis-driven methodologies
(the scientific method). The central
genre of the sciences is the IMRD research article (Introduction, Methods,
Results, Discussion). Scientific
disciplines include biology, chemistry, physics, mathematics, earth sciences,
and environmental sciences.
·
The social sciences are said to take
the human world as their object of study, with theoretical frameworks that can
be deductive (predictive) and/or inductive (data-driven), and methodological
frameworks that can be empirical/quantitative, interpretive/ qualitative,
and/or, increasingly, multi-modal/mixed methods. The central genres of the social sciences
include both research articles and books.
Social science disciplines are as varied as anthropology, economics,
linguistics, psychology, political science, and sociology.
·
The humanities are said to take the
development of a critical perspective on the world as their object of study,
with the articulation of theoretical frameworks seen as a central task of
interpretive methods. Research in the
humanities often places information, ideas, texts, and cultural practices in a
variety of interactional, intellectual, historical, and socio-cultural
contexts, and traditional questions in the humanities often concern human
nature and human values. The central
genres of the humanities include articles, essays, and scholarly
monographs. Humanistic disciplines
include rhetoric, classics, philosophy, literature, languages, and the arts.
·
The professions are said to stand in
applied and/or technological relationships to the sciences, social sciences,
and humanities: science and engineering,
and science and health professions, for example, or social sciences and
business. Professions often have
specific technical genres as key parts of their work. Professions are as varied as agronomy,
architecture, medicine, law, nursing, social work, and education.
Disciplines are
not static entities; they constantly change and evolve, and disciplinary
boundaries are more porous than not:
history, for instance, can be considered part of the social sciences
and/or the humanities. Increasingly,
writing across the university also takes place in interdisciplinary
collaborations, and many new disciplines and professions emerge out of
interdisciplinary work, such as cultural studies, biochemistry, genetics,
gender studies, American studies, and educational philosophy. In interdisciplinary work, disciplines come
into theoretical, methodological, and applied conversations with one another,
sometimes overlapping and sometimes colliding.
When looked at
in terms of the connections between the construction and dissemination of
knowledge, disciplines – broad disciplines like the sciences, social sciences,
humanities, and professions, and specific disciplines like physics, sociology,
cultural studies, and engineering -- can be seen to be discourse communities,
with shared language, conventions, argumentation, and genres. It is this richness and variety of
disciplinary and interdisciplinary research and writing in the university that
students will explore in ENG 3010.
Required and Recommended Textbooks
for ENG 3010
Required
Text:
Devitt, et
al. The Wayne Writer. Custom ed. New
York: Pearson, 2013. Print, eText available. ISBN: 1269416456.
Books for this
section are available at Barnes & Noble.
In addition to
the required textbook, several required readings will be posted on Blackboard
throughout the semester.
Additional Recommended Supplies
·
jump
drive
·
a
recent dictionary
·
small
notebook for in-class writing
·
a
folder dedicated to this class
·
pens
& highlighters
·
money
set aside for printing and photocopies
Course Requirements:
Students are
required to write 32 or more pages in ENG 3010.
All assignments must be research-based.
Course grades are
awarded on a 1000-point scale:
·
Assignment #1 Journal Presentation 2 pages 50
points
·
Assignment #2 Discourse Analysis 4-6 pages 50
points
·
Assignment #3 Research proposal 3-5 pages 100
points
·
Assignment #4 Literature Review 4-6 pages 100 points
·
Assignment #5 Research
presentation 12+ slides 100 points
·
Assignment #6 Researched argument 10-15 pages 300
points
·
Assignment #7 Portfolio 6-8 pages* 200 points
·
Participation Peer Revision
50 points
·
Participation Reflection Journals 5 pages 50
points
*page
requirements may change based on department requirements
Your final
grade will be tabulated based upon the points you accumulate from the above
work, minus any attendance deductions.
Your final grade will be determined based upon this scale:
A 930-1000 points
A- 900-920 points
B+ 870-890 points
B 830-860 points
B- 800-820 points
C+ 770-790 points
C 730-760 points A grade of C or better
fulfills the Gen Ed IC
graduation
requirement and the prerequisite for Gen Ed WI courses.
C- 700-720 points
D+ 670-690 points
D 630-660 points
D- 600-620 points
F <590 points
- Per WSU policy, the grade of WN is given to a student
who did not attend any classes and/or did not complete any assignments by
the withdrawal date. If a student
withdraws after having received a grade for any component of a course,
then W grades must be either WP (withdrawal with a passing grade earned
to date) or WF (withdrawal with a failing grade earned to date).
- If a student stops attending and fails complete the
course work but does not withdraw from the course by 3-23, that student
will earn an “F” as a final grade.
·
Incompletes: A grade of Incomplete will be issued only
if the student has attended nearly all of the class sessions, submitted an
Incomplete Contract (using the English Department’s recommended form) sign, and
obtained the instructor’s signature on it.
Assignments
This course is
designed to familiarize you with the various conventions and rhetorical genres
you will find throughout the university.
In order to do that, you will research the style of writing in your
chosen field, share your findings in a presentation, and write a multiple stage
research project in your field of study.
·
Journal
Presentation: Working in a small group, you will identify a
journal that is important in your shared fields of study. Your presentation for the class will identify
the important features of the journal including what types of articles they’ve
published in the last two years, what topics are of interest in the field, what
type of writing is appropriate in the field, and what work will be expected of
them in that field.
·
Discourse
Analysis: Using the material
from your group presentation as a starting point, you will write an individual
paper analyzing the discourse within your field of study. You will need to engage with more journals
than the one you used for your presentation.
The focus of this paper should be on the types of writing produced in
your field and the subjects of study.
·
Research
Proposal: Your research
proposal outlines the topic you intend to research for your argument
assignment. It should be written as a
paper and the audience for the assignment is both your instructor and your
classmates. In it, you need to provide
the information listed on page 51 of the Wadsworth
Guide to Research:
§ an
overview of what the issue is that you are interested in;
§ a
focused research question;
§ a
discussion of how and why the topic is controversial;
§ a
reflection on what your specific experience(s) is/are with the issue (be
specific, include concrete details);
§ your
purpose in researching and writing the issue;
§ your
perspective and/or opinion on the issue right now;
§ who
your audience will be for your final research results (the answer to your
research question); and
§ a
research plan and timeline.
You will be required to submit a draft of the
proposal for peer revision.
·
Literature
Review: This assignment is
written as a paper. Your goal is to
discover and explain the relationships among the sources you have read for your
paper so far. You may need to include
basic summaries of the sources; this is often done at the beginning of the
literature review. Due to the depth of
detail required by this assignment, you will need to actually read the
sources. The abstract will not provide
sufficient detail.
·
Research
Presentation: At the end of the semester, you will present
your research project to the class in an 8-10 minute presentation. You will need to use presentation software (either
PowerPoint or Prezi in most situations).
·
Researched
Argument: This is the
culminating assignment of the course. It
should be an argument paper on a topic in your field of study. Many of the sources from your literature
review should be used in the paper. You
will be required to submit a draft of this assignment for peer revision.
·
Drafts: Several assignments have a required
draft. The length requirement for the
draft will vary based upon the assignment due.
Your draft should always include a Works Cited page. It is in your best interest to turn in a
good, solid, and reasonably polished draft.
Each paper should be revised extensively between the draft and final stages. After the final paper is turned in, it may
not be re-submitted for a higher grade.
The draft, while required, is not graded as it is a
work-in-progress. You will receive
responses to the drafts in order to assist with revision. The draft grade is calculated as a part of
the peer revision grade. In addition,
failure to submit a draft will result in a reduction of the final assignment’s
grade.
·
Peer
Revision: Each time that a
draft is due, we will also have a peer revision day in class. On those days, it is your responsibility to
bring in two paper copies and one electronic copy of your assignments for your
classmates to read & respond to. You
will also need a reflective statement for your peers explaining what areas of
the paper you think best accomplish the assignment goals and which need the
most work. As a reviewer, you will need
to fill out a rubric explaining your thoughts about the project and evaluating
the writer’s reflection on it. The
rubrics and evaluations are to be written for the student writer as the primary
audience. When I collect the finals, I will collect copies of the completed
rubrics. Your peer revision grade
will be based upon your draft and the revision suggestions you provide for
others.
·
Reflective
Journals: This category encompasses two types of assignment you
will be completing throughout the semester.
In the first, you will post reflections on your progress as a writer to
a private journal space on Blackboard.
Only you and your instructor will be able to see these journals. In the second, you will provide a reflective
statement with each draft assignment to help your peer revisers better
understand your goals in the assignment and where you feel you need more work. This reflective statement will be submitted
with the draft online and with the final.
·
Portfolio: To pass this course, students must complete a
final portfolio and reflective argument assignment required by the WSU
Composition Program. This assignment is designed to prepare students to
transfer knowledge and skills from ENG 3010 to subsequent courses and other
writing contexts. It is based in research in psychology and writing studies.
This research shows that metacognition, or analysis of one’s own thinking
processes, is key to helping people transfer knowledge and skills from the
context where they were initially learned to future contexts. To help students
prepare to draft the Reflective Argument, this course includes reflective
assignments designed to promote metacognition.
·
Revision: Students
will submit drafts and receive comments from the instructor, and peers, before
submitting a final draft. Students may revise one paper or project after
students have submitted a “final” draft and received a grade. To earn an
improved grade, students should demonstrate substantial revision including the
use of Word’s Track Changes and Comment features to mark and narrate revisions and a WRT Zone conference or conference with instructor. Students
must submit a reflective letter explaining how they used these methods to
reflect on their draft and make changes.
Students might discuss their planning process, how they monitored their
writing process, and/or how they evaluated their current draft.
Course Policies
- Adds:
I will not add students in excess of the cap established for this
course.
- Drops/Withdrawals:
- Please note these dates:
- 1-18: Last day to add a Winter semester
course without departmental approval
- 1-19: Last day for tuition cancellation for
a dropped course
- 2-9 to 3-29: Instructor approval required to drop a
course; you can ask for approval through the self-service menu in
Pipeline. You cannot withdraw
after that date.
·
Attendance: Attendance is taken at the start of each
class through a sign-in notebook.
Failure to sign in will be considered an absence. Leaving class early will also count as an
absence. More than 20 minutes late will
count as an absence. Final grades drop
by half a mark for each absence after three, and students will fail the course
after five absences.
·
Class Size/English Department
Attendance Policy/Adding ENG 3010: Enrollment in ENG 3010 is
capped at 24 students. Students must attend one of the first two class days to
stay enrolled in the course. Students who do not attend of the first two class
meetings may be asked to drop to avoid a failing grade.
·
Email: In order to comply with the Family
Educational Rights and Privacy Act (FERPA), I will only be able to communicate
by email with your Wayne State University email account. If you contact me through another account
(such as Hotmail, Yahoo! or Gmail), I will not be able to reply.
·
Late Work: Students
must contact the instructor in advance if work cannot be submitted by the due
date. No comments will be provided for late work. The instructor will determine specific grade
reductions based on timely prior notification, whether revised deadlines are
met, and similar factors. Late work will be accepted and graded only
if a new deadline is arranged with the instructor in advance.
- Expectations
for Assignments: I will grade your papers according to
the attached rubric. In addition,
each assignment will be issued with an individualized rubric to establish
the requirements of that project. All projects will be collected
electronically through Blackboard’s Safe Assign tool and in a physical
copy turned in during class on the due date.
- Format:
All assignments will be typed, in Times New Roman font, size
12. They will be double-spaced,
with one-inch margins all around.
MLA formatting and documentation conventions will be followed
closely. Unless otherwise stated in
the assignment sheet, each assignment must have an MLA-formatted Works
Cited page attached. The Works
Cited page is not counted toward the page-limit requirements. As the papers will be collected electronically,
they must be saved in a .doc,
.docx, or .rtf format.
- Technology: Cell phones and other personal
technology (including portable music players, iPads, tablets, laptops,
cameras, and other recording equipment) are not welcome in class unless being
used for a classroom appropriate activity.
In most situations, social media websites are forbidden. Cell phones may be stored in a pocket so
long as their ringers are set to vibrate rather than ring aloud.
Plagiarism Policy
Plagiarism is
the act of copying work from books, articles, and websites without citing and
documenting the source. Plagiarism
includes copying language, texts, and visuals without citation (e.g., cutting
and pasting from websites). Plagiarism
also includes submitting papers that were written by another student or
downloaded from the internet. Plagiarism
is a serious academic offense: the
minimum penalty for plagiarism is an F for the assignment; the full penalty for
plagiarism may result in an F for the course.
All cases of plagiarism in ENG 3010 will be reported to the Department
of English. Information about plagiarism
procedures is available in the Department of English.
Major
assignments in ENG 3010 will be submitted to SafeAssign on Blackboard. SafeAssign includes in its data base papers
previously written by WSU students, as well as papers from other institutions
and from print or internet sources. All
papers submitted to SafeAssign become part of the WSU database.
The
Undergraduate Library’s reSearch program includes a module on avoiding
plagiarism: http://www.lib.wayne.edu/services/instruction/searchpath/mod6/04-plagiarism.html
The WRT Zone
The WRT Zone
(2nd floor, UGL) provides individual tutoring consultations free of charge for
graduate and undergraduate students at WSU. Formerly known as the Writing
Center, the new name reflects the fact that they assist students with writing,
research, and technology.
Students can
make writing appointments online, and each of their functions has a different
phone number:
Writing:
(313) 577-2544
Research:
(313) 577-5083
Technology: (313) 577-6109
In addition to calling, for research and technology
appointments, students can email stscoordinator@wayne.edu
Student Disabilities Services
Students
who may need an accommodation based on the impact of a disability should
contact the instructor privately to discuss specific needs. Additionally, the Student Disabilities
Services Office coordinates reasonable accommodations for students with
documented disabilities. The office is
located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3335 (TTD). http://studentdisability.wayne.edu
WSU Resources for Students
- Academic
Success Center http://www.success.wayne.edu/
- Counseling
and Psychological Services (CAPS) http://www.caps.wayne.edu
Schedule
All assignments are due to be completed
on—or even before (!)—the date given below.
Additional readings may be added to the schedule at any time. Journal assignments will be added during
class. It is your responsibility to
maintain an accurate schedule of assignments.
Week 1:
·
1-15: Introductions, the syllabus, writing in
the disciplines
Week 2:
·
1-22: The
Wayne Writer, xxi-xviii, xxiv-xxx, 3-14,
and 253-66. Bring syllabi from your other courses to class. Journal
Presentation assigned, First reflection journal due
Week 3:
·
1-29: The
Wayne Writer, 23-27, 48-66, and 285-294
Week 4:
·
2-5: The
Wayne Writer, 70-74, 121-9, Scott, Foresman Writer (on Blackboard),
122-129, The Wadsworth Guide to Research (on Blackboard), 141-53, in-class
work on presentations, discourse analysis paper assigned
Week 5:
·
2-12: Journal
Presentations
Week 6:
·
2-19: The
Wayne Writer, 216-229, Peer Revision, discourse analysis draft due
Week 7:
·
2-26: Discourse
analysis due, Researched argument (including proposal) assigned, The Wayne Writer, 133-45, and The Wadsworth Guide to Research, 49-59
Week 8:
·
3-5: Proposal
Draft due, Peer Revision, The Wayne
Writer, 297-311 and 337-52
Week 9:
·
3-12: Proposal
due, Lit Review assigned, The Wadsworth
Guide to Research, 155-67
Week 10:
·
3-19: No class, Spring Break
Week 11:
·
3-26: Lit
Review due, The Wayne Writer, 352-67,
The Wadsworth Guide to Research,
206-23
Week 12:
·
4-2: Presentations
assigned, Researched argument draft due, Peer Revision, in class work on
argument paper
Week 13:
·
4-9: Presentations
Week 14:
·
4-16: Researched argument final due, portfolio
assigned, in class work on portfolios
Week 15:
4-23: Last day,
Portfolios due
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