Hons 110 Syllabus
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HONS 110: HONORS ACADEMIC WRITING FALL 2009 Sec. 002 (Tu & Th 12:15-1:30, W 8AM) | Sec. 003 (Tu & Th 1:40-3:05, W 9AM) MYBK 320
DESCRIPTION
INSTRUCTOR
The subject of this course is academic writing itself. Rather than a content, per se, this course is about developing habits and skills that will be essential to your success in college-level coursework, honors and non-honors, alike, regardless of your major. This class is built around certain goals, which are specifically enumerated below. But generally speaking, when you complete this course successfully, you will have a significantly better understanding of academic writing--how to read it, how to write it. But perhaps even more importantly, this class will help you reflect analytically on your own thinking and writing and thus provide grounding for you to continuously improve your critical thinking and writing in college and beyond. COURSE GOALS The goals for HONS 110 fall into three categories, goals related to the writing process, goals related to reading and research, and goals related to rhetorical analysis. On succesfully completing this class, students should: Process Goals understand a writing assignment as a series of tasks, including invention, drafting, revising, and editing shape a written work according to the requirements of purpose, genre, occasion, and audience construct an effective argument using appropriate evidence understand conventions of academic writing document work appropriately follow the conventions of standard American English Reading and Research Goals study college-level essays and academic articles effectively summarize and paraphrase college-level essays and academic articles accurately evaluate, analyze, and synthesize appropriate primary and secondary sources integrate their ideas with the ideas of others effectively Rhetorical Analysis Goals understand how a text is shaped according to the requirements of purpose, genre, occasion, and audience understand the difference between summary and analysis evaluate the persuasiveness of a text’s argument COURSE POLICIES, PROCEDURES, AND SYLLABUS THE ASSIGNMENTS & COURSE GRADES
Dr. Mike Duvall Office: 22A Glebe St., #103 953-4833 | [email protected] (Email preferred)
TEXTS Victor Vitanza. CyberReader, abridged ed. Pearson Longman. ISBN 0-321-27249-8 Lauren Behrens and Leonard J. Rosen. A Sequence for Academic Writing, 4th ed. Longman. ISBN 978-0-205-67437-4 Gerald Graff and Cathy Birkenstein. They Say/I Say. Norton ISBN 0-393-92409-2 Style: The Basics of Clarity and Grace. Williams. 3rd ed. Pearson Longman. ISBN 0-205-60535-4 Diana Hacker. A Pocket Style Manual, 5th ed. Bedford/ St. Martins. ISBN 0-312-59324-4 A college-level dictionary. Other Materials Needed You will need to photocopy and print materials from time to time.
COURSE WEBSITE
The major assignments in this class (3 papers, described below in greater detail) form a sequence that will help you assimilate some of the key genres EMAIL and techniques of academic writing: summary, rhetorical analysis, critique, Please use only your C of C research, analysis, categorization of questions/issues, and synthetic edisto email account argumentation. Each paper caps a unit, each of which sequences a (@edisto.cofc.edu) for collection of writing assignments, both informal and formal. Your grades sending messages related to on these major papers will make up approximately 70% of your final course this class.
HONS 110 Syllabus - 1
grade (approx. 20% for paper 1, 25% for paper 2, and 25% for paper 3). Another 20% of your final grade will derive from a reflective plan for a revision of your choice of paper 2 or paper 3, in which you will analyze your previous paper and account for global and local changes that would strengthen it. The remaining 10% of the course grade will be derived from a combination of miscellaneous writing assignments (in and out of class, informal and formal). Your final course grade will be determined on a point system in which it will possible to earn approximately 400 points by the end of the semester, depending on how many points are finally available in the “miscellaneous” writing category.
PERCENTAGE EQUIVALENTS FOR FINAL COURSE GRADES
Grades on major assignments will be based on criteria that I will announce a sufficient time in advance of assignment due dates. As a general rule, I try to be as forthcoming as possible about my expectations for assignments, and for all major assignments and other formal assignments, I provide detailed assignment sheets. I am also always willing to discuss grades and grading criteria with students in person. If you need clarification, you should never hesitate to ask.
A= 94-100
A- = 91-93
B+ = 88-90
B = 84-87
B- = 81-83
C+ = 78-80
C= 74-77
C- = 71-73
D+ = 68-70
D= 64-67
D- = 61-63
F = 60 and below
CLASS ATTENDANCE, LATE ASSIGNMENT POLICY, AND CLASS CLIMATE
Attendance Attendance at all class meetings is required Of course, there may be emergencies, illnesses, and so forth that from time to time make attendance impossible, so you are allowed to miss up to three meetings of the class, for whatever reason (“excused” or “unexcused”: I do not differentiate between the two categories). Beginning with your fourth absence, however, your final grade will be reduced by a ‘notch” for each missed meeting. For instance, missing four class meetings would reduce a final grade of B+ to a B. After six absences, I may drop you from the class role. Please note: you are responsible, regardless of the nature of an absence, for the material covered in class on the day of your absence. Please make arrangements with a fellow student or students to get information and notes should you miss a class. Late arrivals to and early departures from class meetings are strongly discouraged. I count late arrivals and early departures as half-day absences and add them into the total absence count at the end of the semester. Late Assignments Late assignments will be penalized as follows. major assignments at a rate of 10% of the maximum grade value per calendar day minor assignments at a rate to be determined on a case-by-case basis. Some late minor assignments I may not accept for credit. Class Climate In class discussions, we may touch on controversial issues about which some of you may have deep feelings. I will do my best to foster an atmosphere of mutual respect, openness, and fairness. At the same time I will uphold high intellectual standards in our discussions and debates. I will expect you to do the same. Please turn off (or make silent) all cell phones or other electronic communications devices when in class. And NEVER use such devices during class. ACADEMIC DISHONESTY AND PLAGIARISM
I treat plagiarism and other forms of academic dishonesty with utmost seriousness. If I suspect an assignment to be plagiarized or in some other way not the student's own work, I assign the grade of zero for the assignment, and I will likely report the violation to the Honor Board for further review and action. Please see “Honor Code and Academic Integrity” (attached) and consult The Honor System at the College of Charleston, available online at
for a full statement on the college’s honor code. Also please see the attached statement on academic dishonesty by Dean of Students Jeri Cabot. THE WRITING LAB
Students in HONS 110 may find useful the Writing Lab at the Center for Student Learning in the Addlestone Library (see
The College makes reasonable accommodations for persons with documented disabilities. Interested students should apply at the Center for Disability Services located on the first floor of the Lightsey Center, Suite 104. Students approved for accommodations are responsible for notifying me as soon as possible and for contacting me one week before accommodation is needed. Should you have questions about disability services at the College of Charleston, please contact the Center for Disability Services at 953-1431 or visit their website at
The dates below are the projected due dates for major assignments (subject to change with ample notification) and other important dates that you will want to record in your own calendars. For the day-today calendar of readings and assignments, see the HONS 1110 website:
Thurs., Dec. 3 - Last Day of Class
Tues., Oct 6 – Last day to withdraw with a “W”
Fri., Dec. 4 Revision Plan Due
Mon., Oct. 12 - Tues., Oct. 13 - Fall Break
Thurs., Dec. 10, 12-3PM - Section 003 Final Conferences
Fri., Oct. 23 - Paper II Due Tues., Nov. 24 - Paper III Due Wed. Nov. 25 - Fri. Nov. 27 - Thanksgiving Break
Tues., Dec. 15, 12-3PM - Section 002 Final Conferences
HONS 110 Syllabus - 3
PAPER ASSIGNMENTS & REVISION PLAN ASSIGNMENT PAPER I: SUMMARY, ANALYSIS, AND CRITIQUE * ----------------------------------------------------------------------------------------------------------------------------------------(80 pts. | approx. 20% of the final course grade) Key skills understand academic discourse as “conversation” summarize argumentative texts accurately analyze written texts within their rhetorical situations and for rhetorical structure, moves, key terms, etc. identify points of agreement and disagreement between texts and also between texts and your own position put texts into “conversation” with one another in an essay focused on analyzing concepts quote and paraphrase accurately and effectively from a source text understand how to avoid plagiarism format documents in MLA style and use MLA in-text citation style
Reading and other assignments They Say/I Say (TS), Preface, Introduction, and Chapters 1-7 A Sequence for Academic Writing (SAW), Chapters 1-2, 5 A Pocket Style Manual (PSM), sections 29 Chris Warnick, “What is Academic Writing?” [Audio podcast on the course website or the CofC iTunes U site, 9:53] Howard Rheingold, “21st Century Literacies” [Video of an address at Reboot Britain, 40 minutes +/-] see link on class website Selected articles in CyberReader (CR) Other readings, TBA. Writing assignments Miscellaneous short writing assignments Two short, response pieces Two formal summaries Summary, Analysis, and Critique (up to 6 pages)
PAPER II: EXPLORATORY RESEARCH/EXPLANATORY SYNTHESIS -------------------------------------------------------------------------------------------------------(100 pts. | approx. 25% of the final course grade)
Reading and other assignments
Key skills
SAW, Chapters 3 & 7 A Pocket Style Manual (PSM), sections 25-27 Selected articles in CyberReader (CR) Readings from your own research Other readings, TBA.
continue to develop skills from Paper I formulate a sufficiently narrow, challenging, and grounded research question locate and evaluate reference works, books, articles, and web resources to address a research question compile working and annotated bibliographies and use these to develop exploratory research assess sources for significance and usefulness analyze the field of conversation/argument discovered in research use rhetorical stases to categorize kinds of arguments understand and use MLA bibliographic conventions write a researched overview of the state of knowledge and the arguments surrounding a research question
Writing assignments Miscellaneous short writing assignments Working and annotated bibliographies Proposal for the exploratory paper Exploratory research paper (up to 8 pages)
All reading assignment due dates will be recorded on the calendar on the class website. The assignments themselves are subject to change with sufficient lead time. It may be necessary to shuffle and/or add readings. *
HONS 110 Syllabus - 4
PAPER III: ARGUMENT SYNTHESIS ----------------------------------------------------------------------------------------------------------------------------------------------------------------------(100 pts. | approx. 25% of the final course grade)
Reading and other assignments
Key skills
SAW, Chapter 4 TS, Chapters 8-10 Readings from your own research Other readings, TBA
continue to develop skills from Papers I and II formulate an argumentative thesis support and develop an argumentative thesis integrate sources to support an argumentative thesis and establish credibility employ refutation, concession, and bridging in the elaboration of an argument develop a sense of exigence for an argument
Writing assignments
Miscellaneous short writing assignments Working and annotated bibliographies Proposal for a researched argument synthesis paper Researched argument synthesis paper (up to 12 pages)
REVISION PLAN ASSIGNMENT ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
The revision plan assignment will ask you to lay out a detailed plan for further, substantial revision of your third paper, analyzing the weaknesses of the paper (regardess of the grade it earned) and offering a thorough plan for revision that addresses needs in all departments: structure, research, elaboration on evidence, sentence-level editing, and so forth. The plan is just that, a plan, and not the actual revision itself. This assignment will offer a strong indication of how well you have assimilated the class’s instruction in revision process.
HONS 110 Syllabus - 5
DESCRIPTION
INSTRUCTOR
The subject of this course is academic writing itself. Rather than a content, per se, this course is about developing habits and skills that will be essential to your success in college-level coursework, honors and non-honors, alike, regardless of your major. This class is built around certain goals, which are specifically enumerated below. But generally speaking, when you complete this course successfully, you will have a significantly better understanding of academic writing--how to read it, how to write it. But perhaps even more importantly, this class will help you reflect analytically on your own thinking and writing and thus provide grounding for you to continuously improve your critical thinking and writing in college and beyond. COURSE GOALS The goals for HONS 110 fall into three categories, goals related to the writing process, goals related to reading and research, and goals related to rhetorical analysis. On succesfully completing this class, students should: Process Goals understand a writing assignment as a series of tasks, including invention, drafting, revising, and editing shape a written work according to the requirements of purpose, genre, occasion, and audience construct an effective argument using appropriate evidence understand conventions of academic writing document work appropriately follow the conventions of standard American English Reading and Research Goals study college-level essays and academic articles effectively summarize and paraphrase college-level essays and academic articles accurately evaluate, analyze, and synthesize appropriate primary and secondary sources integrate their ideas with the ideas of others effectively Rhetorical Analysis Goals understand how a text is shaped according to the requirements of purpose, genre, occasion, and audience understand the difference between summary and analysis evaluate the persuasiveness of a text’s argument COURSE POLICIES, PROCEDURES, AND SYLLABUS THE ASSIGNMENTS & COURSE GRADES
Dr. Mike Duvall Office: 22A Glebe St., #103 953-4833 | [email protected] (Email preferred)
TEXTS Victor Vitanza. CyberReader, abridged ed. Pearson Longman. ISBN 0-321-27249-8 Lauren Behrens and Leonard J. Rosen. A Sequence for Academic Writing, 4th ed. Longman. ISBN 978-0-205-67437-4 Gerald Graff and Cathy Birkenstein. They Say/I Say. Norton ISBN 0-393-92409-2 Style: The Basics of Clarity and Grace. Williams. 3rd ed. Pearson Longman. ISBN 0-205-60535-4 Diana Hacker. A Pocket Style Manual, 5th ed. Bedford/ St. Martins. ISBN 0-312-59324-4 A college-level dictionary. Other Materials Needed You will need to photocopy and print materials from time to time.
COURSE WEBSITE
The major assignments in this class (3 papers, described below in greater detail) form a sequence that will help you assimilate some of the key genres EMAIL and techniques of academic writing: summary, rhetorical analysis, critique, Please use only your C of C research, analysis, categorization of questions/issues, and synthetic edisto email account argumentation. Each paper caps a unit, each of which sequences a (@edisto.cofc.edu) for collection of writing assignments, both informal and formal. Your grades sending messages related to on these major papers will make up approximately 70% of your final course this class.
HONS 110 Syllabus - 1
grade (approx. 20% for paper 1, 25% for paper 2, and 25% for paper 3). Another 20% of your final grade will derive from a reflective plan for a revision of your choice of paper 2 or paper 3, in which you will analyze your previous paper and account for global and local changes that would strengthen it. The remaining 10% of the course grade will be derived from a combination of miscellaneous writing assignments (in and out of class, informal and formal). Your final course grade will be determined on a point system in which it will possible to earn approximately 400 points by the end of the semester, depending on how many points are finally available in the “miscellaneous” writing category.
PERCENTAGE EQUIVALENTS FOR FINAL COURSE GRADES
Grades on major assignments will be based on criteria that I will announce a sufficient time in advance of assignment due dates. As a general rule, I try to be as forthcoming as possible about my expectations for assignments, and for all major assignments and other formal assignments, I provide detailed assignment sheets. I am also always willing to discuss grades and grading criteria with students in person. If you need clarification, you should never hesitate to ask.
A= 94-100
A- = 91-93
B+ = 88-90
B = 84-87
B- = 81-83
C+ = 78-80
C= 74-77
C- = 71-73
D+ = 68-70
D= 64-67
D- = 61-63
F = 60 and below
CLASS ATTENDANCE, LATE ASSIGNMENT POLICY, AND CLASS CLIMATE
Attendance Attendance at all class meetings is required Of course, there may be emergencies, illnesses, and so forth that from time to time make attendance impossible, so you are allowed to miss up to three meetings of the class, for whatever reason (“excused” or “unexcused”: I do not differentiate between the two categories). Beginning with your fourth absence, however, your final grade will be reduced by a ‘notch” for each missed meeting. For instance, missing four class meetings would reduce a final grade of B+ to a B. After six absences, I may drop you from the class role. Please note: you are responsible, regardless of the nature of an absence, for the material covered in class on the day of your absence. Please make arrangements with a fellow student or students to get information and notes should you miss a class. Late arrivals to and early departures from class meetings are strongly discouraged. I count late arrivals and early departures as half-day absences and add them into the total absence count at the end of the semester. Late Assignments Late assignments will be penalized as follows. major assignments at a rate of 10% of the maximum grade value per calendar day minor assignments at a rate to be determined on a case-by-case basis. Some late minor assignments I may not accept for credit. Class Climate In class discussions, we may touch on controversial issues about which some of you may have deep feelings. I will do my best to foster an atmosphere of mutual respect, openness, and fairness. At the same time I will uphold high intellectual standards in our discussions and debates. I will expect you to do the same. Please turn off (or make silent) all cell phones or other electronic communications devices when in class. And NEVER use such devices during class. ACADEMIC DISHONESTY AND PLAGIARISM
I treat plagiarism and other forms of academic dishonesty with utmost seriousness. If I suspect an assignment to be plagiarized or in some other way not the student's own work, I assign the grade of zero for the assignment, and I will likely report the violation to the Honor Board for further review and action. Please see “Honor Code and Academic Integrity” (attached) and consult The Honor System at the College of Charleston, available online at
for a full statement on the college’s honor code. Also please see the attached statement on academic dishonesty by Dean of Students Jeri Cabot. THE WRITING LAB
Students in HONS 110 may find useful the Writing Lab at the Center for Student Learning in the Addlestone Library (see
The College makes reasonable accommodations for persons with documented disabilities. Interested students should apply at the Center for Disability Services located on the first floor of the Lightsey Center, Suite 104. Students approved for accommodations are responsible for notifying me as soon as possible and for contacting me one week before accommodation is needed. Should you have questions about disability services at the College of Charleston, please contact the Center for Disability Services at 953-1431 or visit their website at
The dates below are the projected due dates for major assignments (subject to change with ample notification) and other important dates that you will want to record in your own calendars. For the day-today calendar of readings and assignments, see the HONS 1110 website:
Thurs., Dec. 3 - Last Day of Class
Tues., Oct 6 – Last day to withdraw with a “W”
Fri., Dec. 4 Revision Plan Due
Mon., Oct. 12 - Tues., Oct. 13 - Fall Break
Thurs., Dec. 10, 12-3PM - Section 003 Final Conferences
Fri., Oct. 23 - Paper II Due Tues., Nov. 24 - Paper III Due Wed. Nov. 25 - Fri. Nov. 27 - Thanksgiving Break
Tues., Dec. 15, 12-3PM - Section 002 Final Conferences
HONS 110 Syllabus - 3
PAPER ASSIGNMENTS & REVISION PLAN ASSIGNMENT PAPER I: SUMMARY, ANALYSIS, AND CRITIQUE * ----------------------------------------------------------------------------------------------------------------------------------------(80 pts. | approx. 20% of the final course grade) Key skills understand academic discourse as “conversation” summarize argumentative texts accurately analyze written texts within their rhetorical situations and for rhetorical structure, moves, key terms, etc. identify points of agreement and disagreement between texts and also between texts and your own position put texts into “conversation” with one another in an essay focused on analyzing concepts quote and paraphrase accurately and effectively from a source text understand how to avoid plagiarism format documents in MLA style and use MLA in-text citation style
Reading and other assignments They Say/I Say (TS), Preface, Introduction, and Chapters 1-7 A Sequence for Academic Writing (SAW), Chapters 1-2, 5 A Pocket Style Manual (PSM), sections 29 Chris Warnick, “What is Academic Writing?” [Audio podcast on the course website or the CofC iTunes U site, 9:53] Howard Rheingold, “21st Century Literacies” [Video of an address at Reboot Britain, 40 minutes +/-] see link on class website Selected articles in CyberReader (CR) Other readings, TBA. Writing assignments Miscellaneous short writing assignments Two short, response pieces Two formal summaries Summary, Analysis, and Critique (up to 6 pages)
PAPER II: EXPLORATORY RESEARCH/EXPLANATORY SYNTHESIS -------------------------------------------------------------------------------------------------------(100 pts. | approx. 25% of the final course grade)
Reading and other assignments
Key skills
SAW, Chapters 3 & 7 A Pocket Style Manual (PSM), sections 25-27 Selected articles in CyberReader (CR) Readings from your own research Other readings, TBA.
continue to develop skills from Paper I formulate a sufficiently narrow, challenging, and grounded research question locate and evaluate reference works, books, articles, and web resources to address a research question compile working and annotated bibliographies and use these to develop exploratory research assess sources for significance and usefulness analyze the field of conversation/argument discovered in research use rhetorical stases to categorize kinds of arguments understand and use MLA bibliographic conventions write a researched overview of the state of knowledge and the arguments surrounding a research question
Writing assignments Miscellaneous short writing assignments Working and annotated bibliographies Proposal for the exploratory paper Exploratory research paper (up to 8 pages)
All reading assignment due dates will be recorded on the calendar on the class website. The assignments themselves are subject to change with sufficient lead time. It may be necessary to shuffle and/or add readings. *
HONS 110 Syllabus - 4
PAPER III: ARGUMENT SYNTHESIS ----------------------------------------------------------------------------------------------------------------------------------------------------------------------(100 pts. | approx. 25% of the final course grade)
Reading and other assignments
Key skills
SAW, Chapter 4 TS, Chapters 8-10 Readings from your own research Other readings, TBA
continue to develop skills from Papers I and II formulate an argumentative thesis support and develop an argumentative thesis integrate sources to support an argumentative thesis and establish credibility employ refutation, concession, and bridging in the elaboration of an argument develop a sense of exigence for an argument
Writing assignments
Miscellaneous short writing assignments Working and annotated bibliographies Proposal for a researched argument synthesis paper Researched argument synthesis paper (up to 12 pages)
REVISION PLAN ASSIGNMENT ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
The revision plan assignment will ask you to lay out a detailed plan for further, substantial revision of your third paper, analyzing the weaknesses of the paper (regardess of the grade it earned) and offering a thorough plan for revision that addresses needs in all departments: structure, research, elaboration on evidence, sentence-level editing, and so forth. The plan is just that, a plan, and not the actual revision itself. This assignment will offer a strong indication of how well you have assimilated the class’s instruction in revision process.
HONS 110 Syllabus - 5
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