Writing Education

Much of the current rhetoric surrounding the modern system of education in the United States centers on messages of equal opportunities and promises of future successes for all.  It is your research and critical analysis of this important issue of (un)equal education system that will provide you the opportunity to explore the expository writing process in this course. We will take into consideration, not only the implications of modern legislation and policies, but also current literature and personal experiences. We will thoroughly examine the disparities that are evident across race and class in America today in the way educational opportunities afforded to students.

As this is a writing class that is focused on preparing you for the beginning of your college writing career, it is through the jumping off point of writing about our own education and education as a national issue that we will work together to:

• help you develop an understanding of yourself as reader and writer as you participate in public discourse about writing
• examine the relationship among writer, audience and purpose
• practice writing as process
• explore the ways in which different digital writing technologies can afford you opportunities to grow as a writer and as a college student

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Our overall course objectives are stated below. Through the various writing assignments, classroom activities and discussions and work done on your own outside of the classroom, you will be able to show competence in the following areas:

• Demonstrate an understanding of various writing invention strategies for generating ideas and gathering information
• Formulate clear thesis statements
• Organize ideas logically and appropriately to support the thesis statement
• Perform basic research in the library and in electronic media
• Effectively incorporate source materials into essays
• Document sources using appropriate format
• Effectively edit, revise and proofread
• Provide constructive feedback to another student’s writing
• Use study skills and techniques for answering in-class essay exam questions
• Employ critical thinking skills
• Demonstrate the ability to use word-processing and appropriate software programs for writing



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Main Writing Assignments: Although more details and guidelines will be given to you as the semester progresses and we have a chance to discuss these projects together, be prepared for many opportunities to write and revise. In addition to several in-class writing assignments, there will be two main paper projects due throughout the semester.

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• Literacy/education narrative (5-7 pages): A personal response paper where you will be able to respond to class readings and discussions through an opportunity to write your own education. This will be your opportunity to explore, familiarize yourself with and practice the processes, skills and tools you will be exposed to in this course.
• Final research paper regarding a piece an education issue, policy or legislation (10-12 pages): Going beyond a summary paper, you will take a position on an important and relevant issue and present a well-crafted, well- researched and well-documented argument.

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Technology in the Classroom: Along with the work of learning and practicing the skills necessary for successfully writing through college, this course will require that you do this through the use and practice of the technology that surrounds your future classes and workplaces. Much of your responses to readings and review of peer writing will be done online through various programs that we will learn and practice together in class. Our class will meet weekly in a computer lab where you will have the opportunity to learn and practice with guidance and support. All you need to bring is an open mind and an unwavering perseverance.



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Feedback process: As you write for this course, you will be required to submit drafts for review by classmates and for the instructor. Both peer and instructor guidance will be provided through the Classroom Salon platform.
For your final research paper, you are required to submit a draft for peer review ONE time (for two classmates) before your final is due on May 13. You will be required to submit a draft for instructor review at least TWO times before your final is due. I will not dictate when these submissions must happen, but please be sure to provide ample time for receiving feedback before the hard and final deadline.

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Grades: This is the breakdown of the way that your course grade will be calculated.

             - Class participation and engagement (both in class and online): 10%

             - Engagement with readings and peer editing through Classroom Salon: 20%
             - Literacy/education narrative (including submission of drafts and engagement with revision): 20%
             - Final research paper (including submission of drafts and engagement with revision: 50%

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Required resources:
             - They Say, I Say: The Moves That Matter in Academic Writing (Gerald Graff, Cathy Birkenstein)
             - Purdue Online Writing Lab
             - Other required course readings will be distributed via pdf



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Attendance: You may miss three classes without penalty. If you exceed this limit, you final grade will be lowered. I make no distinctions between “excused” and “unexcused” absences—an absence is an absence. Please consider this in taking precautions for emergencies that may come up later in the semester.  Also, keep in mind that being considered present in class means you are alert and fully engaged in the day’s activities and discussions.
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Cell phones/ hand held devices: All devices are to be turned off and out of sight during class. Repeat offenders will be dismissed from class with a marked absence.



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