Writ 1110 syllabus

1. WRIT 1110: Seminar in Academic Writing
Fall 2019
Instructor: Clayton Chiarelott
Email: cchiare@bgsu.edu
Office: East Hall 433A
Office hours: Thursdays 10am-11am, and by appointment
Section identifier: 1003
Meeting Days & Times: T, Th 8:00am-9:15am
Course Description
WRIT 1110 Seminar in Academic Writing provides students a foundational understanding of
reading and writing for academic purposes. Students engage readings from multiple genres,
develop strategies for creating effective written arguments and reflect on their writing with an
eye toward transferring knowledge about writing to new situations. Using a workshop approach,
students build confidence as readers, writers, and critical thinkers by taking on writing projects
that have meaning to them personally. Working together, students and faculty explore
understandings of how writing works in academic contexts through the process of composing
writing that includes, but is not limited to, digital, visual, and narrative expository texts.
ePortfolio-based. Graded A, B, C, NC. (This course fulfills Bowling Green Perspective learning
outcomes for English Composition and Oral Communication.)
Note: The instructor reserves the right to make changes to this syllabus. Any changes will be
updated on Canvas and all students will be notified.
Required Texts
• What The Eyes Don’t See by Mona Hanna-Attish (Common Read)
• All other readings will be provided by the instructor
Other Required Materials
• Regular access to a computer and the internet to access the Canvas course and
assigned course readings, provided by instructor
• A notebook, a writing implement, and any other notetaking tools
Course learning goals
1. Apply curiosity in academic writing.
What roles does writing play in our desire to know more about the world?
2. Practice openness to new perspectives.
How is writing used to demonstrate a willingness to consider new ways of thinking and
acting?
3. Practice creativity in approaches to writing.
How do we practice creative approaches for generating, investigating, and representing
ideas through writing?
4. Read across multiple genres of academic writing.
How do we engage and invest ourselves in writing?

2. 5. Generate example-based feedback to others’ writing.
How do we sustain interests in and attention to short- and long-form writing?
6. Develop strategies for revising writing projects across drafts.
How do we demonstrate ownership of our writing as argument and understand the
consequences of our rhetorical choices and arguments?
7. Use documentation, syntax, grammar, mechanics, and formatting strategically.
How might we adapt writing to specific situations, expectations, and demands?
8. Communicate example-based reflections about one’s writing to a range of audiences.
How might we use writing to reflect on our own thinking and on the cultural processes
that inform our thinking?
Formal Writing Assignments
Writing Project 1: Literacy Narrative (750-1,250 words or digital equivalent)
The literacy narrative project draws on your expertise as a reader and a writer, or even more
broadly as a creator and audience of multimodal forms of literacy such as podcasts, videos, and
more. You will examine your own literacy history and lead readers to a conclusion or a main
theme based on your narrative. You will tell a carefully constructed narrative that makes a point
about your literacy experiences.
Writing Project 2: Discourse Community (1,000-1,500 words or digital equivalent)
This project asks you to examine writing through the lens of a discourse community. You will
use resources from the library and from our course readings, including the common reading
text, to detail the conventions of a specific discourse community and share these conventions
with the class, so that we all come away from this project with a broader understanding of types
of writing and communication that take place in college.
Writing Project 3: Writing Remix (1,000-1,500 words or digital equivalent)
For this project, you will take a paper you already wrote and rewrite it (i.e., remix it) for a new
audience or a new mode of communication, or both. A mode of communication is another way
to describe the media and method of communication. For example, you could change the mode
of a previous project from textual to audio/visual by reinterpreting a paper as a video essay. You
may remix either of the previous two writing assignments for this course, or you may remix a
paper you wrote in any other class at any other point in your academic career.
Writing Project 4: Theory of Writing (1,250-1,750 words or digital equivalent)
This project asks you to draw on the concepts and conversations we’ve had as a class
throughout the semester, previous projects, and our readings to answer the question, broadly,
“what is writing?” In answering this question, you might use sources from the textbook to explain
and support your answer. This assignment allows you to process and reflect on what writing is
and to define this reflection. Your discussion of what writing is should be contextualized in
relationship to your writing, perhaps drawing on your work in this course for support. You might
want to consider your view of writing at the start of the course and how it has changed this term.

3. Additional work for the course
Reading responses
Throughout the semester, you will read many assigned texts, which will be incorporated in daily
class discussions and in your formal writing projects. For some assigned readings, you will be
required to write a reading response (250 words minimum). Responses are an opportunity for
students to engage deeply with some aspect of an assigned reading—a particular idea, an
argument, an approach, a conflict or tension—and to push back, extend, or apply it in some new
way. Reading responses ask for more than summary. Students are asked to tussle with ideas in
nuanced ways, with an eye toward making ideas in assigned readings useful for completing
course projects and fulfilling course outcomes. In short, reading responses are workbenches for
writers to invent ideas.
In-class assignments
I will sometimes assign short writing activities to supplement drafting, revising, and editing the
graded projects, which, like the major projects, need to be completed to pass the course. These
writing assignments are designed as lower-stakes efforts to improve strategies for writing and
critical thinking and aimed to help you build stronger formal writing projects. Such activities may
include discussion boards, reading assignments, small-group discussions, or other individual or
collaborative activities. Along with regular attendance, active engagement and attempts toward
these activities will count toward your class participation grade.
ePortfolio
To assemble your ePortfolio, you will need to consider all of the writing projects you’ve
completed this semester to determine which represent your strongest and most meaningful
writing. You will compile these strong/meaningful projects in the ePortfolio and write a reflective
cover letter to introduce the ePortfolio, which provides context and considers future applications
of the concepts and strategies you engaged in throughout this course and in the ePortfolio itself.
Writing conferences
Good writing is often supported by good conversations about writing. Students, then, are
expected to hold individual conferences with their instructor throughout the semester to discuss
the state of students’ writing as it evolves throughout the process. At times, writing conferences
will be held in place of one of our regularly scheduled class meeting days. In those cases,
missing a writing conference equates to missing a day of class. Students are encouraged to
take initiative and set up additional conferences with their instructor for additional feedback and
conversation.
Peer review workshops
For each formal writing project, class members will work together to review one another’s
writing. Peer reviews are an important part of the knowledge-making process in academia and
beyond. For writers, it is helpful to get as much feedback as possible from thoughtful reviewers
in order to revise substantively and to create a more rhetorically effective written text. Moreover,
peer reviews have the added pedagogical benefit of encouraging substantive conversations
about writing. Through critical reading and focused discussion, writers and reviewers articulate
their knowledge and, in the process, become sharper readers and writers.

4. Attendance & Participation
Students are expected to attend regularly and complete all formal writing projects, in-class
activities, class discussions, conferences, and workshops with appropriate effort and
enthusiasm. In this class, attendance is 5% and participation is 15% of the final course grade.
Assessment
Your projects will receive a letter grade of A, B, C, or NC (“No Credit”), which is considered a
failing grade. All projects must be submitted in order to pass the class. I will provide feedback
and grades on each writing project in the Canvas gradebook. Additionally, you will earn
participation points during each project span, which will be used to calculate your final course
grade. Each of the four formal writing projects, plus participation, is graded based on the
percent and point scheme shown in the table below.
Project Percent Points
Writing Project 1: Literacy Narrative 10% 100
Writing Project 2: Discourse Community 20% 200
Writing Project 3: Writing Remix 20% 200
Writing Project 4: Theory of Writing 30% 300
ePortfolio & Reflection 5% 50
Attendance 5% 50
Participation (reading responses, in-class work, peer reviews, conferences, etc.) 10% 100
Total 100% 1,000
Possible grades at the end of the semester are A, B, C, or NC (i.e., “No Credit”). A grade of NC
will not be calculated into a student’s GPA, and students will have the opportunity to re-take the
class in a subsequent semester with no penalty.
However, it is possible to receive an F in this course. If you stop attending class for any
reason without going through the University’s official procedure for dropping the class, you may
receive an ATN, which is a failure due to attendance. The grade of ATN will appear on your
transcript and an F will be calculated into your GPA.
Course and Program Policies
Academic honesty
All work submitted for a grade in this class must be your own original work. It must also be
written originally for this class, unless otherwise noted for a particular revision assignment. You
must responsibly credit sources of information (whether quoted, paraphrased, or summarized)
in your submitted work. For more information on how the University defines and enforces
academic honesty, see the Code of Academic Conduct at https://www.bgsu.edu/student-
handbook/code-of-conduct/code-of-academic-conduct.html.
Attendance
Because this class is a seminar emphasizing writing workshops, class discussions, group work,
and other activities that prepare students for the formal writing projects, attendance is
required. In some cases, students may need to miss class for various reasons outside of their
control. In those cases, you must communicate with me in advance to make arrangements for
completing any class-work that is missed and to ensure that you remain on track.

5. A student who is absent for more than two weeks of classes and has not made alternative
arrangements with the instructor is ineligible to pass the course and will receive a grade of NC.
You may also receive a grade of ATN (“F”) if you stop to showing up altogether and fail to use
the procedure for dropping the class. It is up to the student to plan their schedule early in the
semester and communicate with the instructor if alternative arrangements need to be made.
Late attendance: If you accumulate three late attendances of 5-20 minutes, it will add up to an
absence. Being more than 20 minutes late is equivalent to an absence. Please do not show up
if you are more than 20 minutes late as that is disruptive to the class and you will have missed a
substantial portion of the lesson for that day.
Late work
All work must be submitted on time, in accordance with the deadlines listed on the course
calendar. In most cases, I will not accept late work unless you have made previous
arrangements with me. For late formal writing projects, the project grade will drop one letter
grade for each calendar day it is late. In general, if you feel as though you cannot complete any
given assignment by the due date, contact me to discuss alternative options. I am more than
happy to work with you as long as you keep me informed in a timely manner.
Supporting diverse and inclusive learning environments
The University Writing Program (UWP) understands writing as a deeply social communicative
act that develops through sustained practice. At the same time, our lived experiences
inform what, how, and why we write. Research on writing development tells us that growing our
confidence as writers involves also developing our confidence as readers and speakers. UWP
strives to create inclusive learning spaces both inside and beyond the classroom in which
students and faculty work together to explore and practice strategies for impactful writing.
When, as a classroom community, faculty and students commit to and negotiate a respectful
exchange of ideas, questions, and attempts at writing, we create opportunities to learn.
Classroom etiquette
Because this class is discussion-based and will sometimes address sensitive and personal
topics, it is essential that students approach topics and peers with appropriate levels of care,
sensitivity, and understanding to facilitate a conducive learning environment for all.
Additionally, disruptive behavior will not be tolerated in class. Disruptive behavior is behavior
that interferes with other class members and their access to an appropriate educational or work
environment. Examples of disruptive behavior include yelling or screaming, persistent and
unreasonable demands for time and attention, words or actions that have the effect of
intimidating, threatening, or harassing another, and words or actions that cause another to fear
for personal safety.
Food and drink policy
Our class is in a computer lab, so no food is allowed and all drinks must have sealed lids.
Topic selection
For students to produce meaningful writing, it is important that they choose topics that are of
interest to them. However, it is also important that those topics be suitable for academic inquiry
and not be intimidating or harmful to other class members. Students are expected to select

6. topics that admit of open inquiry and public discussion and that in no way hinder the learning
experiences of other students.
Public nature of your written work
As this is a workshop-style writing seminar, be aware that everything you write for this course
may be read by peers and your instructor.
Final exam
We will meet during our university-scheduled final exam time. We will use this time to finalize
and reflect on the course, which might include submitting portfolios, reflecting on the course
through writing, and/or presenting work to the class.
Grade appeals
WRIT courses abide by the grade appeal process of the English Department and the College of
Arts and Sciences. If you would like to appeal your grade, please contact the UWP office
(writing@bgsu.edu).
University policies
Accessibility statement
If you have a documented disability that requires accommodations to obtain equal access for
your learning, please make your needs known to me, preferably during the first week of the
semester. Please note that students who request accommodations need to verify their eligibility
through the Office of Accessibility Services, 38 College Park Office Building (access@bgsu.edu,
phone: 419-372-8495; TTY: 419-372-9455).
Title IX statement
Bowling Green State University (BGSU) is committed to providing a safe learning environment
for all students that is free of all forms of discrimination and harassment. Sexual misconduct and
relationship violence in any form are antithetical to the university’s mission and core values,
violate university policies, and may also violate federal and state law. Faculty members are
considered “Mandatory Reporters” and are required to report incidents of sexual misconduct
and relationship violence to the Title IX Coordinator. If you or someone you know has been
impacted by sexual harassment, sexual assault, dating or domestic violence, or stalking, please
visit BGSU’s Title IX page1
to access information about university support and resources.
Religious holidays
It is the policy of the University to make every reasonable effort to allow students to observe
their religious holidays without academic penalty. In such cases, it is the obligation of the
student to provide the instructor with reasonable notice of the dates of religious holidays on
which he or she will be absent. Should you need to miss a class due to a religious holiday,
understand that absence from classes for religious reasons does not relieve you of
responsibility for completing required work. In such an event, you should consult with me well
1
https://www.bgsu.edu/titleix

7. before you leave for the holiday to make alternative arrangements for completing any work
missed.
Non-academic activities
Students who engage in university-sanctioned non-academic activities are expected to provide
the instructor with documentation from the university organization as well as reasonable notice
of the dates he or she will be absent. Should you need to miss a class due to a university-
sanctioned activity, understand that absence from classes, even if excused, does not relieve
you of responsibility for completing required work. In such an event, you should consult with me
well before you miss class to make alternative arrangements for completing any work missed.
Student veteran-friendly campus
BGSU educators recognize student veterans’ rights when entering and exiting the university
system. If you are a student veteran or a student currently serving in any branch of the military,
please let me know if accommodations need to be made for absences due to drilling or being
called to active duty.
University closure due to bad weather
In most cases, the University will not close for winter conditions unless the Wood County
Sheriff’s Department declares a Level 3 emergency. Closing information will be communicated
through BGSU’s AlertBG text system,2
BGSU e-mail notification, BGSU’s website, and Toledo’s
Television stations. (Note: You can sign up for or update your AlertBG settings by signing into
MyBGSU and clicking on the AlertBG tab at the top of the page.)
Campus writing resources and co-curricular opportunities
WRIT LibGuides
LibGuides are class-specific pages with materials to support students’ work at various stages of
the course. The LibGuide for WRIT 11103
offers guidance for academic writing. The LibGuide
for WRIT 11204
offers guidance for research writing.
The Learning Commons
The Learning Commons in the Jerome Library is a learning environment that supports students
with free tutoring, including writing consultations at The Writing Center.5
Consultants provide a
real audience for writers, who gain valuable feedback toward revising writing for clarity, logical
organization, and overall effectiveness.
UWP Writing Showcase
The Writing Showcase is a celebration of excellence in first-year writing, providing students in
WRIT courses an opportunity to share their writing and learn from peers. Students who present
a poster or paper at the Showcase gain professional experience, receive feedback on their work
in a supportive environment, and develop their resumes. Additionally, the Showcase awards
prizes for the outstanding individual poster, outstanding individual paper presentation, and
2
https://www.bgsu.edu/public-safety/bgsu-emergency-management-and-response/alertbg.html
3
https://libguides.bgsu.edu/gsw1100-1110
4
https://libguides.bgsu.edu/gsw1120
5
https://www.bgsu.edu/learning-commons/writing.html

8. outstanding collaborative presentation. For more information, see the Writing Showcase6
on our
website.
WRIT: Journal of First-Year Writing
WRIT, a digital journal of first-year writing, publishes exceptional alphabetic and multimodal
texts composed by students in University Writing Program courses at BGSU. The journal
celebrates engaging, innovative writing that explores authors' curiosity on a variety of topics and
is composed for a variety of audiences and contexts in a range of genres. For more information,
or to submit a polished piece of writing to the journal, see the WRIT page on ScholarWorks.7
UWP Writing Awards
Students in WRIT 1110 and WRIT 1120 are eligible to submit their writing for annual writing
awards. Please visit the UWP website for more details about the selection criteria and
submission process.8
The Collab Lab
The Collab Lab is a hands-on, creative space for students, faculty, staff and community
members to engage in collaborative work. Its goal is to support teams of innovators working
together to conceive, create, develop and refine new products and services leveraging the
unique talents inherent to the University community which is centered on design thinking. Find
the Collab Lab across from the elevators on the first floor of the Jerome Library.
Other campus resources
Falcon Forward
Falcon Forward is BGSU’s online resource hub for first year students and includes information
about academic expectations and resources, building relationships with faculty, key offices and
initiatives on campus, career exploration and resume building, and managing your transition to
college. Check out Falcon Forward’s many resources.9
Counseling Center
The Counseling Center is located at 104 College Park Office Building. To contact the center,
call (419) 372-2081.
6
https://www.bgsu.edu/arts-and-sciences/english/writing/news-and-events/writing-showcase.html
7
https://scholarworks.bgsu.edu/writ/
8
https://www.bgsu.edu/arts-and-sciences/english/writing/student-resources/student-awards.html
9
https://www.bgsu.edu/academic-advising/falcon-forward.html

9. Assessment rubric for BGP English Composition and Oral Communication learning
outcome
In addition to the evaluation of your Writing Project 4: Theory of Writing for an essay grade, this essay
will be used for assessment of the BGP’s ECOC Learning Outcomes using the following rubric in
Canvas. Note, however, that the BGP assessment in no way affects your grade for the class.
BGP Learning Outcomes:
English Composition & Oral
Communication (ECOC)
Exceeds
Expectations
2
Meets Expectations
1
Does Not Meet
Expectations
0
ECOC 1. Formulate effective
written and/or oral arguments
which are based upon
appropriate, credible research.
Writing demonstrates
appropriate attention to
sustained argument
and/or credible,
relevant research.
Writing demonstrates
basic attention to
sustained argument
and/or credible,
relevant research.
Writing lacks a
sustained argument
and/or credible,
relevant research.
ECOC 2. Construct materials
which respond effectively to the
needs of a variety of audiences,
with an emphasis upon
academic audiences.
Writing demonstrates
appropriate attention to
context, audience, and
assigned task
Writing demonstrates
basic attention to
context, audience, and
assigned task.
Writing lacks minimal
attention to context,
audience, and
assigned task.
ECOC 3. Analyze how the
principles of rhetoric work
together to promote effective
communication.
Writing demonstrates
appropriate attention to
purpose and to
connecting various
rhetorical elements into
a whole essay.
Writing demonstrates
basic attention to
purpose and to
connecting various
rhetorical elements into
a whole essay.
Writing does not
demonstrate basic
attention to purpose or
to connecting various
rhetorical elements into
a whole essay.
ECOC 4. Communicate
effectively when participating in
small groups and/or making
formal presentations.
Engagement with
small-group and/or
whole-class
discussions
demonstrates
strategies of effective
communication
Engagement with
small-group and/or
whole-class
discussions
demonstrates attempts
at effective
communication
Engagement with
small-group and/or
whole-class
discussions does not
demonstrate attempts
at effective
communication
ECOC 5. Utilize rhetorical
strategies that are well-suited to
the rhetorical situation, including
appropriate voice, tone, and
levels or formality.
Writing demonstrates
appropriate attention to
rhetorical situation,
including tone,
language level, and
word choice.
Writing demonstrates
basic attention to
rhetorical situation,
including tone,
language level, and
word choice.
Writing lacks minimal
attention to rhetorical
situation, including tone
choice, language level,
and word choice.
ECOC 6. Demonstrate critical
thinking, reading, and writing
strategies when crafting
arguments that synthesize
multiple points of view.
Writing demonstrates
clear critical thinking
and an ability to
synthesize various
points of view.
Writing demonstrates
basic critical thinking
and an ability to
synthesize various
points of view.
Writing does not
demonstrate clear
critical thinking or an
ability to synthesize
various points of view.

10. Course Schedule
Week Day Date Agenda Assignments Due
Week
1
T Aug. 27 Unit 1: Community Building
Intro to Syllabus
Getting to know each other
Why does writing matter?
Th Aug. 29 Unit 1: Community Building
Discuss reading
Your passion, your voice
How does writing make you feel?
Reading: “'Playing Safe':
Undergraduate Essay Writing and the
Presentation of the Student 'Voice'” by
Barbara Read, Becky Francis and
Jocelyn Robson
Week
2
T Sep. 3 Unit 1: Community Building
Email etiquette
Audience awareness
Writing practice:1 page: what’s your
passion, and why does it matter?
Th Sep. 5 Unit 2: Literacy Narrative
Introduce Literacy Narrative
What is a narrative?
What is prewriting?
Reading: “Surrendering” by Ocean
Vuong from The New Yorker
Week
3
T Sep. 10 Unit 2: Literacy Narrative
Different ways to organize a narrative
Video: “Shapes of Stories” by Kurt
Vonnegut
A copy of your
outlines/notes/prewriting
Th Sep. 12 Unit 2: Literacy Narrative
How to conduct peer review
Reading: TBD
Week
4
T Sep. 17 Unit 2: Literacy Narrative
Peer review day
Literacy Narrative Rough Draft
Peer Review Copies
Th Sep. 19 Unit 2: Literacy Narrative
Schedule conferences
Week
5
T Sep. 24 Unit 2: Literacy Narrative Literacy Narrative Revision
Conferences
Th Sep. 26 Unit 3: Discourse Communities
Trip to the Library
Writing Center as a Discourse
Community
Conferences (Cont’d)
Week
6
T Oct. 1 Unit 3: Discourse Communities
Definition of Discourse Community:
What a Discourse Community is and
what it is not
Literacy Narrative Final Draft
Reading: “The Concept of Discourse
Community” by John Swales
(Extra credit: Dr. Mona Hana-Attisha
event)

11. Th Oct. 3 Unit 3: Discourse Communities
Primary Data Collection (Interviews,
Observations, & Document Analysis)
Discourse Community Outlines/Notes
Week
7
T Oct. 8 Unit 3: Discourse Communities
Organizing your discourse
community project
Primary Research Results
Th Oct. 10 Unit 3: Discourse Communities
Citing primary and secondary
sources
Reading: Example discourse
community paper
Week
8
T Oct. 15 Unit 3: Discourse Communities
Peer review day
Discourse Communities Rough
Draft
Peer review copies
Th Oct. 17 Unit 3: Discourse Communities
Conferences (No Class)
Discourse Communities Revision
Conferences
Week
9
T Oct. 22 Unit 4: Introduce Remix Assignment
What are multimodal projects?
Writing Showcase
Reading: Ch. 17 of What the Eyes
Don’t See by Mona Hanna-Attisha
Video: “Why You Should Read More”
The Jake & Jess Show video essay
Th Oct. 24 Unit 4: Remix Assignment
Exigence & Kairos
Reading: “Backpacks vs. Briefcases”
by Laura Bolin Caroll
Remix Assignment Outlines/Notes
Week
10
T Oct. 29 Unit 4: Remix Assignment
Ethos, pathos, logos
Discourse Communities Final Draft
Readings: Continue with “Backpacks
vs. Briefcases”
Remix assignment examples
Th Oct. 31 Unit 4: Remix Assignment
Peer review day
Remix Assignment Rough Draft
Peer review copies
Week
11
T Nov. 5 Unit 4: Remix Assignment
Conferences (No Class)
Remix Assignment Revision
Conferences
Th Nov. 7 Unit 5: Introduce Theory of Writing
Semester in review (What have we
been doing?)
Reflective writing
Reading: Giles - Reflective Writing
and the Revision Process.pdf
Week
12
T Nov. 12 Unit 5: Theory of Writing
Showing growth
Choosing & incorporating writing
artifacts
Th Nov. 14 Unit 5: Theory of Writing Remix Assignment Final Draft

12. Week
13
T Nov. 19 Unit 5: Theory of Writing
Peer review day
Theory of Writing Rough Draft
Peer review copies
Th Nov. 21 Unit 5: Theory of Writing
Conferences (No Class)
Theory of Writing Revisions
Conferences
Week
14
T Nov. 26 Unit 5: Theory of Writing
Conferences Cont’d (No Class)
Theory of Writing Revisions
Conferences Cont’d
Th Nov. 28 NO CLASS (THANKSGIVING
BREAK)
Week
15
T Dec. 3 Unit 6: Portfolios/Course
Reflection
Navigating the eportfolio
Course evaluations
Theory of Writing Final Draft
Th Dec. 5 Unit 6: Portfolios/Course Reflection
Looking ahead: what to expect in
WRIT 1120
Week
16
M Dec. 9 Final Exam Unit 6: Portfolios/Course
Reflection
Monday, 12/9, 8:00-10:30am
Ensure all ePortfolios are complete
Submit ePortfolios