Course Welcome from Instructor:
Comp 3140 INI: Advanced Writing for Human Services
Independent Study ~ Fall 2007
| Instructor:
Susan Perala-Dewey |
Class
Alias: comp3121-200-f2007 |
| Office:
Cina 108 |
Phone:
726-6726 |
| Mailbox:
Hum 420 |
E-mail:speralad@d.umn.edu |
| Office
Hours: M,W 9:00-11:00; T, Th 9:30-11:00 |
|
Description/Goals: COMP 3140 focuses on writing primarily
in the human services professions and service organizations, especially
for audiences you might encounter in your professional career. We will
work on planning, composing, analyzing, revising, and editing several
types of writing. Assignments and activities will address principles of
effective writing and your ability to carry them out in specific writing
tasks. Our primary goal is to build awareness of the importance of clear,
articulate, and audience-centered communication and to that end, become
more competent and confident writers.
Prerequisites: COMP 1120 or equivalent and 60 semester
credits. You should also be familiar with the library’s research
facilities and equipment; if you are not, please seek instruction from
a reference librarian.
Required Materials:
The Elements of Business Writing Gary Blake and Robert Bly 1996
Community Writing: Researching Social Issues through Composition
Paul Collins 2001
A Writing Journal (hard cover or a word-processed version)
Access to a good writing handbook for documentation
Submitting Work: You have two options for submitting
work to me throughout the semester. You can email it to me in attachments
which are clearly labeled. In other words, do not send me all of Unit
1 in one attachment; I would like to see each assignment separately. If
you choose to submit work via email, you will also be provided feedback,
comments, and grades in the same way. The second option is to provide
original work in a sealed envelope dropped off by the date due in my campus
mailbox (Humanities 420). In this case, I will comment on and assess your
printed work and make arrangements to return it to you within 10 working
days.
Special Needs: If you have a disability that may affect
your performance in this class, please inform me at the start of the semester.
Methods, materials, or testing will be adapted as required for equitable
participation.
Plagiarism: Presenting another person’s ideas
or words as your own is grounds for failing this course; further disciplinary
action may be taken by individual colleges. Although the formal aspects
of particular assignments will appear similar in form, the writing should
be uniquely your own. For additional information regarding plagiarism
and the university’s policy, go to: http://www.d.umn.edu/catalogs/current/umd/gen/integrity.html.
Prerequisites for the course assume students are familiar with conventions
of academic documentation, including skills in paraphrasing, summarizing,
quoting, and properly citing source material. If you have not
had background in these areas, I suggest you review and practice them.
Work Ethic: The extent to which you involve yourself
in the work for this class, whether in your semester research, your writing
assignments, or in the feedback and discussion you provide on behalf of
others, will be a significant factor in your learning (and most likely
in your grade).
Textbooks: The CW (Community Writing) text will provide
the context, purpose, and structure for the reports we complete, while
the EBW (Elements of Business Writing) text provides strategies for revision
of these reports. Since the Community Writing text is out of print, it
can be bought on-line through various vendors at a reasonable price. The
Elements of Business Writing can be purchased through the UMD bookstore
or through various on-line vendors. You will be expected to read chapters
assigned to each unit, as well as respond to the reading in your journals
and memos.
Grading standards: In general, writing assignments are
assessed on development, organization, style, mechanical correctness,
and how well they fulfill their purpose. A passing paper needs the following
components: a clear purpose (thesis) addressing an appropriate question
or topic; adequate discussion and illustration to unfold and clarify the
central question; (when appropriate) research and quotations including
analysis and interpretation; clear, logical, and ethical argumentation
free of fallacies; and finally, prose in complete sentences free from
grammatical errors. In addition to these criteria, papers in the A/B range
must be thoughtfully composed and demonstrate originality. The purpose
should engage the reader in an interesting way and show an appropriate
degree of complexity. Organization and focus should be apparent through
the use of clear topic sentences, headings, transitions, and concluding
statements. The style should be clear, coherent, and efficient; the tone
elegant and respectful for its purpose. Finally, I should be able to hear
a lively, confident, and intelligent human voice speaking. My comments
and grades are intended to be on-going dialogue about your writing projects
and progress in the course.
Assignment units and grade percents:
Introductory Essay . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . 0%
Unit 1: Community Issue Proposal . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 15%
Unit 2: Media Views . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 15%
Units 3/4: Working Solutions . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 15%
Unit 5: Recommendation and Portfolio . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 25%
Memos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 10%
Reading Journal . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . ..10%
Additional Writing Pieces . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . ..10%
Final grade scale: Grades are generally based on the
percent scale below. All work must be submitted and completed on or before
December 14th, 2007 in order to receive a D grade or above for the course.
| 93% = A |
87% = B+ |
77% = C+ |
67% = D+ |
| 90% = A- |
83% = B |
73% = C |
63% = D |
| |
80% = B- |
70% = C- |
>63% = F |
Assignment Units - Deadlines:
Introductory Essay - 9/10/07
Using the questions and tactics described on page xix of CW, write an
essay introducing yourself to me and to the rest of our INI cohort. Tell
us about yourself and what makes you the person you are today. What are
your interests, hobbies, passions, and plans for the future? What kinds
of experiences have shaped you? What have your writing experiences been
like? Do you enjoy writing? What kinds of writing do you most enjoy? Least
enjoy? Use what you know about writing to craft this essay (ie, use good
organization, intriguing details, and interesting words). Let us see your
best writing about a subject you know well --- yourself. This essay should
be 2-3 pages double-spaced.
Research Project - on-going
The bulk of the work for this course culminates in a substantial report
of analysis and recommendation. The report identifies a real-world issue
in a community or organization, documents relevant research in similar
situations, analyzes possible solutions based on research, and makes recommendations
to solve the issue based on your analysis. For this project, we will generally
follow the CW text throughout the semester, although assigned papers may
vary from what the text requires. The research project begins early on
and its success relies heavily upon your ability to think an issue through,
identify and study relevant areas of research, and compose a comprehensive,
well-written report of your findings. It is crucial that you carefully
read as much about your issue as possible, from the beginning stages of
your research, all the way through to your final paper. Your reading comprehension,
analysis, and understanding of your research will be evident in your assignments.
Each major unit is a part of this research project. For each assignment,
use MLA style documentation. Each paper should be double spaced and use
standard 1” margins. Finally, use Standard Written English and have
your papers proofread for spelling and grammar errors.
Writing Feedback/Peer Response - on-going
Since it is my personal philosophy and that of Paul Collins, author of
Community Writing, that writing is a social process, I will require that
you seek out and use peer response to your writing as part of course requirements.
You can accomplish this in a variety of ways. First, you can use our class
email alias <comp3121-200-f2007@d.umn.edu>
to “hook up” with one or two classmates to provide feedback.
This would, of course, be ideal since you are all using the same curriculum
and assignments. I would caution you to make sure you have dates and commitments
from others coordinated ahead of time. Meeting face-to-face would provide
the most valuable response, however, emailing drafts back and forth would
also work. Using WORD’s Comment function can be a valuable tool
for this kind of dialogue. Use the peer response questions in the CW text
to respond to each assignment. I would also suggest each writer make specific
requests of his/her reviewer in terms of the kind of feedback they believe
they need. If working with a classmate does not work, you are welcome
to have other readers provide you commentary.
When you submit units of work, please include copies of all drafts and
peer responses. If your peer response was done verbally, use your journal
to summarize the conversation. I’d also like you to reflect on how
effective the response was, and how you might ask for different feedback
the next time around.
Reading/Response/Reflection Journal - on-going
Your journal will serve multiple purposes. The extent to which you take
it seriously and allow yourself the opportunity to grow as a writer will
impact your learning. Use your journal (either paper-bound or word-processed)
to summarize and respond to the chapter readings. In each chapter of CW
you will find multiple sections of “questions to consider”.
Use your journal to respond to these questions. You are also asked to
have another person respond to your papers throughout the CW text. If
you receive only verbal responses, notate them here, along with your own
thoughts about their commentary and the writing assignment. Use your journal
to document any aspect of the course material you feel merits writing
down. For instance, when you are asked to freewrite, do it here. When
you are asked to jot down and then revise interview questions, do it here.
When you begin your research, use your journal to process information
you read. Finally, feel free to use this journal for your own mental processing.
The act of writing is the act of trying to communicate and sort out what’s
inside your head on paper. Use your journal to do this as well. Use dates,
headings, and sub-headings for navigation purposes. The more you write,
the more comfortable you will become with your own voice and getting thoughts
down into words. Submit your journal each time you submit a unit of work.
No grammar or spelling will be checked, but the writing MUST be legible.
I expect several pages (6 minimum) of journaling for each submission.
Unit Reflection Memos - on-going
Write a separate memo as a “cover” to the unit of work you
are submitting. In this memo, speak directly to me and let me know how
things are going, what issues you are running into, and any questions
you might have that I can answer. Tell me about your journaling, research,
and learning with each writing assignment. The purpose for these memos
is to give you practice in writing brief correspondence for a real audience.
You might think of these as mini progress reports, as well as a time for
you to reflect on your own learning. Finally, use the memo format and
be sure to remain consistent in how you approach your reader and subject.
Memos are expected to be single-spaced, proofread, and employ the rules
of Standard Written English. Memos submitted with multiple errors will
be returned for revision with a penalty. Be sure to pay attention to the
formatting and content suggestions in the annotated sample. Your final
unit memo will reflect on the entire body of work for the semester.
EBW Memos - on-going
For each unit of study, you will be asked to read and apply different
elements of business writing. Since there are no exercises in the text,
you will need to find creative ways to demonstrate your learning. For
each EBW (Elements of Business Writing) unit, write a memo to
me explaining the major principals and how they apply to your own writing.
Provide a brief summary of each rule which is particularly important to
your own writing, and the kinds of writing you might do in the future.
If possible, try to apply some of the rules in your memo. Use examples
to illustrate, and reflection to provide some authenticity and rationale
for why a particular rule hits home for you. While Chapters 6 & 7
are not assigned, you are responsible for using and consulting this material.
Additional Writing Pieces - on-going
In addition to your major research project, plan to work on, revise, and
complete two additional writing pieces of your choosing. My philosophy
behind this part of the course is to get you to find ways to make writing
a part of your life. Some examples of past student writing include opinion
letters, personal letters, series of poems or short stories, songs, memoir
essays, resumes, cover letters, letters of inquire, project pamphlets,
among others. You might develop some part of your journal writing that
you found particularly satisfying into a personal essay. If you choose
to develop a resume, I suggest you consult UMD Career Services for help
or at least get a copy of their handbook for some guidance. If you’d
like a personal essay idea, you might consult NPR’s “This,
I Believe” series on the web. Be sure to get some guidance and feedback
from peers along the way.
Unit 1: Community Issue Proposal/Principals of Composition
/Organization - 9/24/07
Read and respond to Chapter 1 of CW; Chapters 1 & 2 of EBW.
In this unit you are asked to identify an issue within a community or
organization which merits research. Take your time thinking about various
issues that impact you or members of your community (workplace, school,
group, organization). In the real world, this is the action needed for
problems to get solved or, at least, improved upon. In thinking about
this, realize the importance of your own personal interest, as well as
other stakeholders. Do not limit yourself to large-scale issues; think
local. Also, think about how and when the issue arose, who it impacts,
and what strategies have been tried to address it in the past.
Write a proposal essay to investigate this issue.
THINK OUTSIDE THE BOX! If you plan to teach in the public sector, think
about what teachers must do these days to fund projects, change curriculum,
or get parental support. Perhaps you’ve heard of an innovative approach
to teaching writing and have a vision to not only learn the pedagogy,
but also to provide professional development for other teachers in your
school. Where to start? What to do first? How can I make this happen?
There are many steps involved in the process; planning for and carrying
out many of these steps is what this course is about. If you plan to work
in the field of mental health, what issues exist which prevent patients
from getting proper treatment? What problems do therapists face due to
health insurance limitations?
Submit: proposal paper, EBW memos, journal, cover memo
Units 2/3: Media Views/Principals Wording/Phrasing/Tone -
10/26/07
Read and respond to Chapters 2 & 3 of CW; Chapters 3 &
4 EBW.
In this phase of the project you will demonstrate your ability to access
and understand research materials that speak to your issue. The text asks
you specifically to identify, study, and assess many forms of bias you
may find in your research, including your own. Instead of a paper, compile
a comprehensive annotated bibliography of your sources.
Write a report of your progress, an annotated bibliography of
both primary and secondary sources, & a draft of your personal writing
pieces.
This must include scholarly research, recent news articles, and interviews
of appropriate parties. In addition to the bibliography, compose your
cover memo as a report of your progress thus far, providing in as much
detail as possible, any solutions or important analysis arising from these
materials. Use the annotated samples for reference.
Submit: annotated bibliography (including interviews), EBW memos,
journal, cover memo, drafts of personal writing pieces
Unit 4: Working Solutions/Principals Persuasion - 11/20/07
Read and respond to Chapter 4 of CW; Chapter 5 of EBW.
This unit requires you pull together and analyze your findings thus far.
It also assumes your planned research is close to complete, although new
research could surface at any time. At this point you should have plenty
of material to write about each possible solution you have discovered.
Remember that the rules of argumentation require that you address in full
any possible solutions you plan to dismiss.
Write a full sentence outline of your findings.
Describe each and every solution along with its pros and cons. Do not
worry about introductions and conclusions at this point, focus your mind
instead on analysis and clear, complete examination and explanation. This
will eventually become the “meat” (or body) of your final
paper. You may choose to format this paper in outline form, but each possible
solution should be explained and reasoned in full sentences. You should
also cite any research you are relying on for the analysis of these solutions,
including interviews. Use standard outlining rules and headings for different
sections of this part of your paper.
Submit: Full sentence outline of findings, cover memo, works
cited, EBW memo, journal
Unit 5: Recommendation Paper - 12/14/07
Read and respond to Chapter 5 from CW.
This unit asks you to compile, organize, and compose all of your findings
into a coherent, persuasive, and interesting report/essay. In this final
paper, be sure to carefully review the principals of persuasion, proper
MLA documentation, use of headings, and how to achieve a consistent, balanced
tone throughout.
Write & revise your final recommendation paper and personal
writing pieces.
Your final paper should be a reflection of all your semester research,
including a full description of your research issue, initial assumptions,
reader context, summary and analysis of relevant findings, and finally,
an assessment or recommendation for how the issue might be solved. Use
headings, subheadings, graphics, or illustrations to guide your reader
and clarify material. Finally, be sure your conclusions and recommendations
are clear and well-supported by your research.
Submit: All drafts of final paper, works cited, journal
Submit Portfolio/Final Cover Memo: At the end
of the semester, turn in for review a compilation of all your semester
writing (drafts & final versions). This includes all of the papers,
memos, additional writing pieces, and journal writing you have composed.
Again, this may be submitted via email as separate attachments or dropped
off in my mailbox before Dec. 14th, 2007. The first page of the portfolio
should be your final reflection memo to me. In it, address the following:
How did the final paper come together for you? What struggles did you
face in organizing the material or in composing the paper? Are you proud
of this final work? If you had more time, what would you do to improve
the paper? Did you include any actions that might be taken in the future
on this issue? Overall, which writing pieces did you find most gratifying
to compose? Which piece did you work the hardest on? Which piece do you
wish you had more time to work on? Which piece are you least enthused
over? As a writer, what brought you the most satisfaction? In what ways
do you feel your writing has improved? Do you feel more confident in your
writing today than at the beginning of the semester? How did the course
work for you overall? How could it be improved on? What worked well for
you? What did not?
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