This document provides information about an introductory academic writing course at American University of Sharjah during the spring 2006 semester. It outlines the course description, objectives, required materials, teaching methods, assignments, assessments, policies, and additional resources. The course is designed to help students develop fundamental academic literacy skills like reading comprehension, vocabulary building, and writing essays through instruction and practice. It will be taught by Dennis Lewis and assessments will include writing assignments, reading quizzes, a midterm exam, and a final exam.

1. American University of Sharjah
Department of Writing Studies
WRI 001: Fundamentals of Academic Discourse
Spring 2006
(Sections 1, 2, & 3)
Instructor: Dennis L.M. Lewis Meeting Times: S/M/T/W/R 8:00; 9:00; 12:30
E-mail: dlewis@aus.edu Meeting Location: Lang 102
Telephone: 6-515-2758 Office: Lang. 217
Office Hours: M/W 10.30-11.30 a.m.
Course Description
Introduces students to basic strategies for university success with particular emphasis on reading and
writing skills. Aids students in developing goal setting, time management, and study skills while
reading and responding to university texts. Helps students become familiar with the conventions of
academic writing through reading and writing activities. Includes contextualized grammar instruction.
Pre/Co-requisite
Placement through the English Placement Test (EPT).
Textbook(s) and/or Other Required Materials
• Langan, John. (2004). College Writing Skills with Readings. (6th
Ed.). New York: McGraw-
Hill. Materials posted on iLearn
• Buscemi, Santi V., Nicolai, Albert H., and Strugala, Richard. (2005). The Basics: A Rhetoric
and Handbook. (4th
Ed.). Boston: McGraw Hill.
• Al Murr, Mohammad. The Wink of the Mona Lisa and Other Stories from the Gulf. Translated
by Jack Briggs. (1998). Dubai: Motivate.
• A paperback college level English dictionary of the student’s choice
Course Objectives and Outcomes
This course is designed to help students master the basic literacy skills necessary for successful
university achievement by providing instruction and guided practice in both reading and writing
strategies. Through their experience in WRI 101 students will
• Employ reading strategies to enhance understanding, including composing formal summaries.
• Practice vocabulary building strategies for academic purposes.
• Recognize and use rhetorical strategies common to academic writing.
• Effectively use all stages of the writing process to compose academic essays, appropriate to
university level writing.
• Produce well-organized, well-developed academic essays in support of a thesis, using the

2. three-part essay structure.
• Develop competence in grammar, mechanical, and presentation skills appropriate to
university level writing.
Teaching and Learning Methodologies
Guides students to apply reading and note-taking/annotating skills to help them understand academic
texts; to respond orally and in writing to these texts using a style appropriate to an academic setting;
to use the writing process to develop their writing skills and produce academic-style paragraphs and
essays, and to develop the necessary grammar and mechanical skills for written English proficiency
through contextualized grammar instruction.
Performance Assessment
Writing Assignments
There will be at least three one-paragraph essays (minimum length 25 lines) each using one of the
following rhetorical modes: exemplification, description, narration, persuasion, or process. At least
one multi-paragraph essay will be assigned. Any of these modes and others can be used for in-class
impromptu and text-generated extemporaneous writing. All phases of the writing process (from pre-
writing, several drafts, peer review/editing, Writing Center consultation, and production of the
polished final draft) are considered writing assignments. Development of the writer’s voice and
expression of personal ideas and experiences is valued.
Reading and Vocabulary Assignments
Students should expect to be assigned reading (such as newspaper/ magazine/on-line articles, and
portions of college-level expository writing) to be annotated and thoroughly understood. Whether
vocabulary development is explicitly taught or simply assumed, students are expected to look up
unfamiliar words and make meaning out of the text. In addition, analytical skills such as separating
fact from opinion to determining the implied meaning of a passage will be taught and practiced.
Quizzes and Other Activities
Material covered in class will be assessed using scheduled and unscheduled quizzes. Supplementary
material will be determined by the individual instructor.
Midterm
There is one midterm exam which will occur approximately midway into the semester. The exam can
be cumulative or focused on one aspect of the course. It may be administered on one, two, or three
days during that week according to the preference of the instructor. Each part lasts the length of a
class period and is given in the regular classroom.
Final Exam/Assessment/Attendance
The final exam of two hours will occur on the day and time designated by AUS. It will be
administered in the regular classroom. It may be cumulative or focused on one aspect of the course.
Included in the final assessment is the attendance component which can be as high as 5% of the 15%
allotted for the final assessment.
Grading Scale
95 – 100 4.0 A 77 – 79 2.3 C+
90 – 94 3.7 A- 73 – 76 2.0 C
87 – 89 3.3 B+ 70 – 72 1.7 C-
83 – 86 3.0 B 60 – 69 1.0 D
80 – 82 2.7 B- Less Than 60 0 F
Grading Distribution

3. Assessment Weight
Writing Assignments 40%
Reading 25%.
Quizzes and Other Activities 10%
Midterm 10%
Final Assessment/Final Exam 15%
Total 100%
Performance Expectations
Attendance
Attendance and participation in all class meetings is essential to the process of education at the
American University of Sharjah. Students benefit from the lectures and discussions with their
instructors and fellow students. For this reason, students are expected to attend class regularly.
Lateness or absence hinders progress for the individual student and the class and affects the offending
student’s grade.
• Attend class regularly and actively participate.
• Arrive to class on time.
• Students arriving eleven minutes late to class may sit through the class if they enter
without disrupting the class, but will be marked absent.
• Three occasions of lateness (arriving less than eleven minutes after the course has
begun) count as one absence.
• After a certain number of absences for any reason (there are no excused absences), students
may be withdrawn from the course. Depending at what time during the semester the student
accumulates these absences, the recorded grade on his or her transcript will be either a W or
WF.
• For classes meeting two times a week, a student may be withdrawn after five
absences.
• For classes meeting three times a week, a student may be withdrawn after seven
absences.
• For classes meeting five times a week, a student may be withdrawn after eleven
absences.
In the event that a student misses a class, he or she remains responsible for the material covered in
that class (announcements, handouts, assignments, etc.) and for preparation for the following class. It
is the student’s responsibility to find out what assignments were missed.
Preparedness
Preparedness is essential. In order to have effective lectures and class discussions, students must come
to class prepared.
• Students must complete all readings and assignments on time.
• Students who fail to bring the appropriate materials to class may be marked absent.
• As stated before, students who miss a class are responsible for finding out what material was
covered, what homework was assigned, and come to the next class prepared.

4. Participation
In addition to coming to class prepared, students are expected to be respectful and active listeners,
listening carefully when others—both instructor and students—are talking. Students are expected to
participate in classroom discussions, contribute to small group activities, and complete individual in-
class assignments. An essential part of course participation is taking notes.
Written Assignments
All formal drafts must be submitted following APA guidelines. When submitting final writing
assignments, you must include all the work you have produced during the writing process; please
organize this work appropriately and submit it in a clearly labeled file folder or envelope. Be sure to
keep all returned assignments until the end of the semester.
Academic Policies
Late Work
All assignments are considered late if not turned in on time. If accepted, late work will be penalized.
Make-up Exams
The university guidelines for make up exams, as defined in the catalog, are as follows: “Instructors
need not give substitute assignments or examinations to students who miss classes.”
Plagiarism
Plagiarism, the act of using the work, ideas, images or words of someone else without giving proper
credit, is a serious form of dishonesty. It is immoral and illegal and AUS does not tolerate it. All
students need to read, sign, and abide by the plagiarism statement. This document will be kept on file
by your instructor and will illustrate your understanding of plagiarism and the seriousness of it as an
academic and ethical offense. This department follows a strict plagiarism policy.
Other Policies
Mobile Phones
All mobile phones must be on silent and put away at all times when in the classroom.
Additional Resources
AUS Writing Center
The AUS Writing Center is dedicated to helping students become better writers. Writing center
consultants help students become independent, confident writers through an interactive approach to
writing. The Writing Center offers one-on-one writing conferences by appointment or on a drop-in
basis and is available to all students throughout the university. During conferences, students and tutors
work together on various aspects of writing: thesis development, organization, outlining, paragraph
development, vocabulary, sentence structure, grammar and mechanics. Students can visit the AUS
Writing Center to work on their drafts, do research, or to work with a tutor on particular aspects of
their writing. The Writing Center also offers workshops on a variety of writing topics throughout the
academic year. You are strongly advised to make use of the AUS Writing Center. For your
convenience the AUS Writing Center has two locations: LIB 024 and SBM 176.
Internet/ Electronic Resources

5. Many instructors use Blackboard or other Internet resources to enhance the learning opportunities for
students enrolled in these courses. You will be expected to utilize this technology.
SCHEDULE
Note: Instructors need not give substitute assignments or examinations to students who miss classes.
WRI 001 Course Outline Spring 2006
Week Major Assignments Week Major Assignments
1
Jan 16-19
Course introduction
• Intro
o basic info: textbook, Moodle
o syllabus available on Moodle
• attendance (redirect students not on classlist
to Hadeel)
Writing sample
o Students choose issue of personal
concern or social issue and write for 50
minutes. (This can be a paragraph or an
essay. It will not be graded or returned to
students until the end of the semester. It
will serve as a reference point.)
• List of possible topics on board: women’s
rights, misunderstandings in the world,
what we see in the media, people’s ideas
about home, life in M.E., environmental
issues in the M.E.
Intro
o review syllabus
• Learning Skills for Reading Part 1
(handout)
o complete as homework
11
Mar. 25-29
• Use class time for brainstorming,
outlining, discussion, and rough draft of
Essay 1
• Reading 4 – Ronald B. Standler’s
“Propaganda and How to Recognize
It”
• In-class reading response
Discuss with class
 Look at main ideas & issues
 Group work on summaries
 complete as homework
 DO NOT BRING MATERIAL
FROM OUTSIDE CLASS
2
Jan. 21-25
• review Learning Skills for Reading Part 1
• Learning Skills for Reading Part 2
(handout)
o complete as homework
• How to read well
• complete as homework
• review Learning Skills for Reading Part 2
• Library Overview (handout)
o allow students to leave early and do the
Library Overview assignment
• complete as homework
• Begin Reading 1 – “The Important
Decision” (pp. 17-25)
• Read and answer all questions
12
Apr. 1-5
Essay 1 due at beginning of class
Review classes
3
Jan. 28-Feb.
• Review Reading Skills quiz
• Discuss “The Important Decision”
13 • Return Essay 1 & discuss
• Assign In-class Essay topics

6. 01 • Choose one Reading 1 Writing
Assignment and complete by Thurs. Due at
the beginning of class (review correct
format using Academic Writing Rules
handout)
• Use Ch. 1 Exploring Writing Langan PPT
to give overview of Ch. 1
• Use class time for Ch. 1
• complete as homework
• Use Ch. 2 Exploring Writing Langan
PPT to give overview of Ch. 2
o Use class time for Ch. 2 (up to p. 28)
o Do Activities 1, 2, 3, 4, 5
• complete to p. 28 as homework
• Reading 1 Writing Assignment due at
beginning of Thursday’s class.
Apr. 8-12 Brainstorm & outline before Tuesday’s
class
• Group discussions of Essay 2
• brainstorm & outline
• Essay 2 In-Class
Begin rough draft
4
Feb. 4-8
• Review Activities 1, 2, 3, 4, 5
• Use class for Ch. 2 (up to p. 36)
o Do Activities 6, 7, 8, 9
o complete as homework
• Review Activities 6, 8, 9
o Work in pairs to complete Ch. 2 Review
Activities 1, 2, 3, 4, 5, 6, 7, 8
o Review the Review Activities 1, 2, 3, 4,
5, 6, 7, 8
14
Apr. 15-19
• Essay 2 In-Class
o Continue rough draft
o Peer-editing
5
Feb. 11-15
• Quiz Ch. 1 & 2 (50 minutes)
Begin Ch. 6 if finished early
• Use Ch. 6 Exploring Writing Langan
PPT to give overview
• Begin Paragraph 1 Ch. 6 Exemplification
Paragraph
o complete as homework
Choose one Writing Assignment – due next
Sun.
• Discuss summaries, paraphrasing, and
responses
o Use Summarizing and Paraphrasing
PPT
• Begin Reading 2 – Mary Sherry’s “In
Praise of the F Word”
Read, annotate, and do all questions as
homework
15
Apr. 22-26
• Essay 2 In-Class
o Continue rough draft
o Peer-editing
o Begin final draft
6
Feb. 18-22
• Ch. 6 Exemplification Paragraph due at
beginning of class
• Review annotations and discuss “In Praise
of the F Word”
• Choose either Writing Assignment 1 or 2
and write a summary and response in class
(leave your work in class)
• Complete Reading Summary/Response 2
in class
o No outside notes or writing to be
16
Apr. 29-30
• Essay 2 In-Class
• Finish final draft
• Review
SPRING STUDY DAYS
May 1-2
No classes

7. brought to class
Read Ch. 13 Classification Paragraph (p.
219) for homework
• Discuss Paragraph 2 Ch.13 Classification
Paragraph – in-class
• Brainstorm & outline in class and outside
of class
7
Feb. 25-
Mar. 01
• In-Class Paragraph 2 (Classification)
o Bring COMPLETED brainstorm &
outline to class
o Finish rough draft
o Finish final draft
o HW – Read Reading 3 – Marilyn
Campbell’s “Cyber bullying: An Old
Problem in a New Guise”
• Reading 3
o discuss reading, focusing on main ideas
and issues
o group summary/ individual response (due
next Sunday)
17
May 6-9
The Final Exam will be a reading and
response essay.
FINAL EXAMS
8
Mar. 4-8
• Reading 3 summary & response due at
beginning of class
• Discuss content of Ch. 3 (unity and
support) and Ch. 4 (coherence and editing).
Use PPT
o Do selected exercises
• Begin Paragraph 3 Ch. 14 Argument
o complete as homework
o choose one Writing Assignment – due
Thurs.
o Class time for peer work on
brainstorming, outlining, and rough draft
of Paragraph 3
MIDTERM March 8
18
9
Mar. 11-18
SPRING BREAK
No classes
10
Mar. 19-22
• Discuss Midterm
• Review Ch.15
• Use PPT for overview of Ch. 16
• complete Ch. 16 as homework
• Review Ch.16
• Use PPT for overview of Ch. 17
• complete Ch. 17 as homework
• Review Ch. 17
o Do not do writing
assignments p.300-305
• Discuss Ch. 18 – Developing an
Argument Essay p.334-337
• Begin at-home Essay 1 (Sunday Week
11) at the beginning of class)
• Brainstorm & outline in class

8. The Instructor reserves the right to make slight modifications to the schedule as necessary. You
will be advised well in advance of any changes.