WR 121: WRITTEN REASONING AS DISCOVERY AND INQUIRY

WR 121: WRITTEN REASONING AS DISCOVERY AND INQUIRY

FALL

2019

MWF

12:00-12:50

360

TYKE

CRN

#15927

I

NSTRUCTOR

I

NFORMATION

Instructor

Email

Office Location & Hours

Hannah Naylor

[email protected]

PLC #221, Extension 6-1508,

THURS 10:30 AM-1:30 PM

and by appointment

C

OURSE

O

VERVIEW

Writing 121 is an introduction to argumentative writing and critical inquiry. For this course, an “argument” is not a debate in which one side wins and the other loses, but instead a form of intellectual inquiry in which participants propose different answers to questions at issue and explain the logic behind those answers. The resulting dialogue gives all participants the opportunity to reconsider and refine their own reasons and positions. We will create this sort of discourse community in our class, using the assigned readings to uncover and discuss questions at issue, and then address these questions in written essays.

C

OMPOSITION

P

ROGRAM

L

EARNING

O

UTCOMES

Upon Completion of this course, students should be able to achieve the following outcomes:

1. Describe and practice writing as a multi-faceted process of inquiry, learning, and expression;

2. Practice writing as a social process through compassionate and critical response to their peer’s work and revision of their own writing in response to peer and instructor feedback;

3. Practice ethical argumentation in discussion and writing through open and curious engagement with multiple perspectives;

4. Develop audience awareness and practice respectful treatment of audience in accomplishing their writing purposes;

5. Identify and critically apply style conventions for writing in an academic context.

C

OURSE

M

ATERIALS

R

EQUIRED

T

EXTS

Entertaining Violence (2nd _{ed.), Edited by Krisy Bryant-Berg}

E-H

ANDBOOKS

The following electronic handbooks will be available for grammar and citation reference during this course. You can find all of these handbooks on the Library Resource link of the Canvas course site:

UNC Writing Center Handouts(http://writingcenter.unc.edu/handouts/)

Writing for Success (http://open.lib.umn.edu/writingforsuccess/)

NOTE: Does not reflect the most recent MLA edition (8th). Refer to Purdue OWL for citation information.

F

ORMATTING

G

UIDELINES FOR

W

RITTEN

W

ORK

All written work should be formatted according to MLA (8th _{Ed.). This means that all written assignments should be}

typed and double-spaced, using 12-point Times New Roman font with 1” margins. Use MLA for quoting and citing sources. Failure to format and cite sources may significantly lower the assignment grade.

C

OURSEWORK

&

G

RADING

E

SSAY

C

YCLES

(

75%

OF

C

OURSE

G

RADE

)

The course will include two essay cycles, each comprising of a Question @ Issue essay and an argumentative essay drafted and revised between two versions (x.1 and x.2). First drafts of the argumentative essay are expected to be complete.

R

EFLECTIONS AND

F

INAL

P

ORTFOLIO

(5%

OF

C

OURSE

G

RADE

)

Be sure to keep all work related to the argumentative essays along with any assigned reflective essays for inclusion in a final portfolio to be submitted at the end of the term. Further instructions for portfolios will also be provided later in the term.

D

AILY

E

NGAGEMENT

(10%

OF

C

OURSE

G

RADE

)

This class emphasizes the communication of ideas both in writing and in discussion, so your thorough preparation and active participation in class are essential. In-class activities also include informal writing, reading quizzes, and partner/small group work. Full and informed involvement in all of these activities will count toward your participation grade. Absences, tardiness, and coming to class unprepared count against your participation grade. Low engagement will result in the loss of these points. See me in office hours if you want to discuss these policies or anxiety over speaking in class.

R

EADING

M

EMOS

(10%

OF

C

OURSE

G

RADE

)

Five times during the term, a detailed but brief memo is due in typed, hard copy. Each two-page statement (500-550 words), addressed to the instructor, must discuss whichever passage of James Crosswhite’s Reading, Reasoning, and Writing that has been assigned. This is meant as a low-stakes practice in engaging sources responsibly in writing. Together, your five memos will cover all of Crosswhite’s book. More detailed instructions for this assignment will be provided in-class.

C

OURSE

G

RADING

Essay Cycle 1

Question @ Issue Essay

Argumentative Essay (1.1 and 1.2)

35%

10%

25%

Essay Cycle 2

Question @ Issue Essay

Argumentative Essay

(2.1 and 2.2)

40%

10%

30%

(5) Reading Memos (Canvas)

10%

Self-Assessments and Final Portfolio

5%

Engagement

10%

C

OURSE

P

OLICIES

The policies for the Composition Program are available here: https://composition.uoregon.edu/program-policies/

Conformance with these policies is mandatory for students enrolled in a composition course at the UO.

A

TTENDANCE

Attendance is required in writing courses. This means two things: first, you are responsible for anything you miss if you are not in class and second, there are grade penalties for excessive absences. Absences beyond one week’s worth of classes (i.e., beginning with the fourth absence) each lower your final course grade by 5%. For example, a total of four absences reduces a 94% (A) to a 89% (B+) final grade; a total of five absences reduces a 94% (A) to 84% (B) final grade, and so on. Any absence after two full weeks (i.e., the seventh absence) results in course failure. NOTE: I do not distinguish excused from unexcused absences—I simply keep track of attendance—so there is no need to explain or submit written excuses for missed meetings.

L

ATE

W

ORK

All work is due at the beginning of class, even if you must miss class. That being said,I understand that sometimes life happens and extenuating circumstances arise. So, in this course it is okay to turn in (1) assignment late, excluding Essay 1.2 and the final reflection and portfolio. The late assignment must be turned in within 48 hours of the original due date. For any late work beyond the first late assignment, a 10% grade deduction will occur for every day the assignment is late.

A

CADEMIC

H

ONESTY

All work submitted in this course must be your own and be written exclusively for this course, which means you may not submit papers or portions of papers you have written for any other course. The use of sources (ideas, quotations, paraphrases) must be properly documented. Please refer to the Composition Programs e-handbook resources as well as the Student Conduct Code on the Office of Student Conduct and Community Standards website. In cases where academic misconduct has been clearly established, the award of up to an F for the final course grade is the standard practice of the Composition Program. Please see me if you have any questions.

I

NCLUSIVITY

S

TATEMENT

Creating an inclusive learning environment is very important to me. This means that I want everyone to feel comfortable and safe participating in class. The content of this course deals heavily with issues of violence in entertainment, so I will provide trigger warnings when appropriate. Please notify me if there are aspects of the

instruction or design of this course that result in disability related barriers to your participation. For example, if this class is ever causing you an extreme amount of stress or anxiety, please come talk to me or let me know via email so we can work towards a solution together.

C

OURSE

S

CHEDULE

WEEK DAY TOPIC READING WRITING

1 M No Class W Introductions Initial Reflection F Discourse Communities Critical Reading Discussion RRW: 1-4

-Grossman & Christensen (EV 3-8)

Initial Reflection Due

2 M Discussion Ethical Argumentation -Jones (EV 9-14) W Questions at Issue Discussion -Crosswhite (RRW 4-8 “How to Reason: Questions”) -Collins (EV 15-20)

Reading Memo #1 Due

F Generate Questions at Issue

Discussion

-Stephens (EV 38-49)

3 M Question Activity

W Enthymemes Question at Issue Essay #1 Due

F Enthymeme to Structure RRW: 8-12 “How to Reason: Claims”

4 M Sources + Paragraphs “Why We Cite”

< http://guides.lib.unc.edu/citing-information/why-we-cite>

“Plagiarism”

<http://writingcenter.unc.edu/ha ndouts/plagiarism/>

“MLA Guide” <https://owl.english.purdue.edu/ owl/resource/747/01/> “On Paragraphs” <https://owl.english.purdue.edu/ owl/resource/606/01/>

W Writing Workshop RRW: 12-20 “How to Write” Essay 1.1 Due F Peer Review RRW: 20 “Revising”

5 M Monday and Wednesday Classes Cancelled for Conferences in Office PLC #221 My Conference Time is:___________________________________

W

F Reflective Essay Essay 1.2 Due

6 M Reading Discussion Re-Read RRW “How to Read” W Reading Discussion -Bodart (EV 63-68)

-Lovecraft (EV 85-87)

Reading Memo #2 Due

F Reading Discussion -Stoker (EV 116-120)

7 M Reading Discussion -Poe (EV 72-84) Question at Issue Essay #2 Due W Reading Discussion -Gaiman (EV 69-71)

F Question at Issue Workshop

Re-Read RRW: 8-12 “How to Reason”

Reading Memo #3 Due

8 M Enthymeme Workshop

W Writing Workshop Prepare enthymeme draft

F Writing Workshop Re-Read RRW: 12-20 “How to Write”

Reading Memo #4 Due

9 M Peer Review Essay 2.1 Due

W TBD TBD TBD

F Class cancelled for Thanksgiving Holiday

10 M Re-Read RRW: 20 “How to

Revise”

W Reasoning/Counterargu ments

F Final Class Meeting Final Reflection

Essay 2.2 Due