This document is a syllabus for an introductory creative nonfiction writing course at the University of Idaho. The syllabus outlines the course objectives, which include learning techniques of creative nonfiction writing and providing constructive feedback. It details the assignments, which include daily journals, short writing exercises, short essays, and a long workshop essay. Students will also attend two English department events. The syllabus provides grading criteria and policies regarding attendance, late work, and classroom etiquette.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques for crafting the truth through creative nonfiction writing. It details the assignments, which include daily journals, short exercises on objects, places and people, and short essays combining the exercises. It also includes a long workshop essay which students will write, receive feedback on, and revise. The syllabus provides grading criteria and policies on attendance, late work, and academic integrity. The schedule outlines the readings and assignments for each class meeting over the semester.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques used in creative nonfiction like character and scene development. It details the assignments, which include daily journals, short exercises on objects/places/people, short essays combining subjects, and a long workshop essay. Students will provide feedback on peers' work. The grade scale and policies are also outlined, including attendance, late work, plagiarism, and technology policies. The tentative course schedule lists the planned topics, readings, and due dates for each class.
This document contains a weekly schedule for an English composition class that includes four essay assignments over six weeks. It lists the in-class and homework activities for each week, including readings, writing assignments, discussions, and presentations related to the essays. The essays include The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Homework includes response posts, drafts of essay sections, and research tasks to support the essays. In-class work involves writing exercises, peer reviews, and workshops to provide feedback on drafts.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Over the semester, students will analyze genres, practice writing in different styles across genres, and develop skills in giving and receiving feedback. Major assignments include writing in professional, literary, and public genres. Students will submit a final portfolio including revised work and a reflective statement. The goal is for students to understand style as rhetorical and leave the course with polished writing samples.
ENGL 309 Fall 2019 Face-to-Face SyllabusJodie Nicotra
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres like a white paper, literary essay, and open letter. A final portfolio will include revised work and a reflective statement. Students must complete all assignments, draft workshops, and a final portfolio to pass. The course explores how style depends on rhetorical context and prepares students for varied writing situations.
This document is a syllabus for an English 102 college composition course taught in the fall of 2018. It provides information about the instructor, Victoria Arthur, as well as the course description, learning outcomes, assignments, deadlines, expectations, and grading policy. The course aims to improve students' skills in persuasive and expository writing. Major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement document. Students will also complete regular process work to develop their major assignments. The syllabus outlines participation requirements and policies regarding plagiarism, disabilities, and grading.
This document outlines the assignment requirements for an EWRT 1A college course. It includes 4 essays of increasing length on various topics that must be completed over the course of the semester for a total of 500 points. Essay 1 is an in-class argument essay. Essay 2 is a narrative essay using The Hunger Games as inspiration. Essay 3 explores a concept from The Hunger Games in more depth. Essay 4 proposes a solution to a real-world problem. Students also must complete regular discussion posts online and participate in class for additional points.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques for crafting the truth through creative nonfiction writing. It details the assignments, which include daily journals, short exercises on objects, places and people, and short essays combining the exercises. It also includes a long workshop essay which students will write, receive feedback on, and revise. The syllabus provides grading criteria and policies on attendance, late work, and academic integrity. The schedule outlines the readings and assignments for each class meeting over the semester.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques used in creative nonfiction like character and scene development. It details the assignments, which include daily journals, short exercises on objects/places/people, short essays combining subjects, and a long workshop essay. Students will provide feedback on peers' work. The grade scale and policies are also outlined, including attendance, late work, plagiarism, and technology policies. The tentative course schedule lists the planned topics, readings, and due dates for each class.
This document contains a weekly schedule for an English composition class that includes four essay assignments over six weeks. It lists the in-class and homework activities for each week, including readings, writing assignments, discussions, and presentations related to the essays. The essays include The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Homework includes response posts, drafts of essay sections, and research tasks to support the essays. In-class work involves writing exercises, peer reviews, and workshops to provide feedback on drafts.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Over the semester, students will analyze genres, practice writing in different styles across genres, and develop skills in giving and receiving feedback. Major assignments include writing in professional, literary, and public genres. Students will submit a final portfolio including revised work and a reflective statement. The goal is for students to understand style as rhetorical and leave the course with polished writing samples.
ENGL 309 Fall 2019 Face-to-Face SyllabusJodie Nicotra
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres like a white paper, literary essay, and open letter. A final portfolio will include revised work and a reflective statement. Students must complete all assignments, draft workshops, and a final portfolio to pass. The course explores how style depends on rhetorical context and prepares students for varied writing situations.
This document is a syllabus for an English 102 college composition course taught in the fall of 2018. It provides information about the instructor, Victoria Arthur, as well as the course description, learning outcomes, assignments, deadlines, expectations, and grading policy. The course aims to improve students' skills in persuasive and expository writing. Major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement document. Students will also complete regular process work to develop their major assignments. The syllabus outlines participation requirements and policies regarding plagiarism, disabilities, and grading.
This document outlines the assignment requirements for an EWRT 1A college course. It includes 4 essays of increasing length on various topics that must be completed over the course of the semester for a total of 500 points. Essay 1 is an in-class argument essay. Essay 2 is a narrative essay using The Hunger Games as inspiration. Essay 3 explores a concept from The Hunger Games in more depth. Essay 4 proposes a solution to a real-world problem. Students also must complete regular discussion posts online and participate in class for additional points.
This document outlines the assignment requirements for an English writing course. It includes 4 essays of increasing length on various topics that must be completed over the course of the term. Essay 1 is an in-class argument essay. Essay 2 is a narrative essay using The Hunger Games as a starting point. Essay 3 explores a concept from The Hunger Games in more depth. Essay 4 proposes a solution to a real-world problem. Students also complete regular writing homework posts and quizzes/activities for a participation grade.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
This document provides an overview of the in-class and homework activities and assignments for a writing course over 9 weeks. It includes details of readings, lectures, discussions and in-class writing exercises for each week, as well as homework assignments such as outlining, drafting essays, revising, and conducting research. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Homework includes drafting outlines, essays, and revisions. In-class work includes activities, discussions and workshops to develop skills for each essay type.
Edward Anderson - syllabus - Film & LiteratureEdward Anderson
This syllabus outlines the requirements for a film and literature course to be taught in the fall 2009 semester. The course will examine adaptations from text to film and consider both mediums as products of various influences, including each other, rather than judging a film based on its fidelity to the original text. Students will complete two essays and presentations, lead one class discussion, submit discussion questions for each class, and participate regularly. Assignments will be graded based on multiple domains including organization, content, and style. Students are expected to attend every class, submit all work on time in the proper format, and avoid plagiarism. Late or missed work will not be accepted without a documented emergency.
This document provides an overview of an English 101 course titled "Rhetoric and Composition I" taught by instructor Dianna Rockwell Shank. The course will focus on developing students' writing skills through various assignments including five essays. Students will also participate in writing workshops and online/classroom discussions that will account for 10% of the final grade each. The document outlines the course objectives, assignments, grading criteria, policies, and instructor contact information.
En 110-the-visual-world-course-syllabus-b-6.30.10 (1)shenkle
This document provides an overview and syllabus for an English course titled "The Visual World" that focuses on academic writing and the use of comics and graphic novels. The course utilizes comics to investigate intellectual problems across disciplines. Students will write four major essays drawing from various disciplines and create their own non-fiction comic for the final project. They will analyze comics, create case studies of memories, compare representing events through different mediums, and present their work. The course emphasizes participation, group work, blogging, and creating comics to enhance understanding of writing craft and critical thinking.
This document provides an overview of the syllabus for an introductory fiction writing course. It outlines course goals and learning outcomes which include improving writing skills, understanding fictional narratives, and critically analyzing texts. It describes assignments like a reading response journal where students summarize short stories, and a 3-minute student-led introduction. Guidelines are provided for attendance, participation, deadlines, textbooks, and the course website. Students are expected to spend 6-8 hours per week on reading, writing, and classwork. The course aims to help students become stronger writers and more articulate individuals.
This document provides information about an English composition course titled EWRT 1C. It outlines the course objectives, requirements, texts, grading scale, policies, and learning outcomes. The main points are:
1. The course will focus on developing analytical writing skills through reading and discussing literary texts including short stories, poetry, novels, and drama.
2. Requirements include papers, exams, online posts, quizzes, and participation. Grades are based on a 900 point scale with points coming from assignments, exams, and activities.
3. Policies address submission of papers, attendance, conduct, late work, and adding/dropping the course. Academic dishonesty is strictly prohibited.
This course syllabus outlines the details of a rhetoric and composition course, including objectives, assignments, grading, and policies. Students will examine communication practices and apply them to their own compositions in various modes. Major assignments include a rhetorical analysis essay, research process portfolio, researched argument essay, and multimodal project. The course aims to develop skills in persuasive writing, research, and information literacy. Regular responses and participation are required along with adherence to netiquette and attendance guidelines. Late or missing work impacts grades significantly.
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
This 3-sentence summary provides an overview of the English 101 course syllabus:
The syllabus outlines the goals, assignments, policies, and schedule for an introductory college writing course, which will explore identity, writing as technology, and include weekly writing assignments, larger projects, and using student blogs to share work with classmates. Students will develop their writing skills through reflections, essays, and revising work based on peer and instructor feedback to earn a final grade determined by assignments, responses, and participation.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main goals of the course are to develop skills in reading analysis, essay writing, and developing a personal writing style. Students will complete four formal papers, online posts, and workshops. The class meets twice a week in person and requires additional online work. Grades are based on essays, online posts, participation, and workshops. The document outlines policies on attendance, late work, and academic integrity.
This document outlines the assignments for an English writing course, including three essays, two exams, and weekly discussion posts. Essay 1 involves analyzing a poem using New Criticism strategies. Essay 2 requires responding to a short story. Essay 3 entails analyzing aspects of a novella/novel using an extrinsic theory. The midterm and final exams contain identification and essay questions covering course material. Weekly discussion posts are homework worth 100 points total. Participation, quizzes, and workshops are also worth 100 points.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Over the semester, students will complete various writing assignments across genres, including a white paper, imitative essay, and open letter. They will also submit a final portfolio including a revised project and reflective statement. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres using an appropriate style.
This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. The syllabus outlines course goals, policies, requirements, grading, and expectations for student conduct.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Throughout the semester, students will complete assignments leading to four major projects involving different genres. A final portfolio will include a revised project and reflective statement. Students will be evaluated on draft workshops, homework, quizzes, projects, and the final portfolio. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres.
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
This document outlines the weekly schedule and assignments for an online writing course over six weeks. It includes in-class and online activities as well as homework assignments. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students read and analyze sample essays, complete writing exercises, give peer feedback on drafts, and revise their work based on feedback. The schedule provides detailed instructions for each week's lessons, readings, discussion topics, writing assignments, and deadlines to help students learn writing skills and complete the four essays.
This document provides an overview of the weekly class schedule and assignments for a writing course. It includes the following key details:
- The course is divided into 5 weeks, with 3-4 classes each week including both in-class and online sessions.
- Each week focuses on a different essay assignment: Week 1 is on argument essays, Week 2 is narratives, Week 3 is concept essays, Week 4 is problem/solution essays.
- In-class activities include discussions, lectures, writing exercises and workshops. Homework includes reading assignments, online discussion posts, drafting essays and revising based on feedback.
- Students are expected to purchase and read the assigned textbook ("The Saint Martin's Guide to Writing
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This document is a syllabus for an English 102 college writing course taught in the fall of 2019. It outlines the course description, learning outcomes, assignments, grading criteria, and expectations. The major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement. Students will complete regular scaffolding assignments and peer reviews to help develop the major projects. The course aims to improve skills in persuasive and expository writing that can be applied in other college courses and careers.
This document provides an overview of the English 102 course, including the course description, goals, requirements, and policies. The main points are:
The course will focus on thinking and writing about trends in a rapidly changing world. Students will analyze moments of change, evaluate the current world, and develop strategies to position themselves in future fields or jobs.
By the end of the course, students should be able to write persuasive essays, conduct research, and give/receive peer feedback. The major assignments are a personal essay, annotated bibliography, research essay, video podcast, envisioning the future essay, and reflection. Students will receive a letter grade based on completing 6 writing assignments worth 1000 total points. The course policies address
This document outlines the assignment requirements for an English writing course. It includes 4 essays of increasing length on various topics that must be completed over the course of the term. Essay 1 is an in-class argument essay. Essay 2 is a narrative essay using The Hunger Games as a starting point. Essay 3 explores a concept from The Hunger Games in more depth. Essay 4 proposes a solution to a real-world problem. Students also complete regular writing homework posts and quizzes/activities for a participation grade.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
This document provides an overview of the in-class and homework activities and assignments for a writing course over 9 weeks. It includes details of readings, lectures, discussions and in-class writing exercises for each week, as well as homework assignments such as outlining, drafting essays, revising, and conducting research. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Homework includes drafting outlines, essays, and revisions. In-class work includes activities, discussions and workshops to develop skills for each essay type.
Edward Anderson - syllabus - Film & LiteratureEdward Anderson
This syllabus outlines the requirements for a film and literature course to be taught in the fall 2009 semester. The course will examine adaptations from text to film and consider both mediums as products of various influences, including each other, rather than judging a film based on its fidelity to the original text. Students will complete two essays and presentations, lead one class discussion, submit discussion questions for each class, and participate regularly. Assignments will be graded based on multiple domains including organization, content, and style. Students are expected to attend every class, submit all work on time in the proper format, and avoid plagiarism. Late or missed work will not be accepted without a documented emergency.
This document provides an overview of an English 101 course titled "Rhetoric and Composition I" taught by instructor Dianna Rockwell Shank. The course will focus on developing students' writing skills through various assignments including five essays. Students will also participate in writing workshops and online/classroom discussions that will account for 10% of the final grade each. The document outlines the course objectives, assignments, grading criteria, policies, and instructor contact information.
En 110-the-visual-world-course-syllabus-b-6.30.10 (1)shenkle
This document provides an overview and syllabus for an English course titled "The Visual World" that focuses on academic writing and the use of comics and graphic novels. The course utilizes comics to investigate intellectual problems across disciplines. Students will write four major essays drawing from various disciplines and create their own non-fiction comic for the final project. They will analyze comics, create case studies of memories, compare representing events through different mediums, and present their work. The course emphasizes participation, group work, blogging, and creating comics to enhance understanding of writing craft and critical thinking.
This document provides an overview of the syllabus for an introductory fiction writing course. It outlines course goals and learning outcomes which include improving writing skills, understanding fictional narratives, and critically analyzing texts. It describes assignments like a reading response journal where students summarize short stories, and a 3-minute student-led introduction. Guidelines are provided for attendance, participation, deadlines, textbooks, and the course website. Students are expected to spend 6-8 hours per week on reading, writing, and classwork. The course aims to help students become stronger writers and more articulate individuals.
This document provides information about an English composition course titled EWRT 1C. It outlines the course objectives, requirements, texts, grading scale, policies, and learning outcomes. The main points are:
1. The course will focus on developing analytical writing skills through reading and discussing literary texts including short stories, poetry, novels, and drama.
2. Requirements include papers, exams, online posts, quizzes, and participation. Grades are based on a 900 point scale with points coming from assignments, exams, and activities.
3. Policies address submission of papers, attendance, conduct, late work, and adding/dropping the course. Academic dishonesty is strictly prohibited.
This course syllabus outlines the details of a rhetoric and composition course, including objectives, assignments, grading, and policies. Students will examine communication practices and apply them to their own compositions in various modes. Major assignments include a rhetorical analysis essay, research process portfolio, researched argument essay, and multimodal project. The course aims to develop skills in persuasive writing, research, and information literacy. Regular responses and participation are required along with adherence to netiquette and attendance guidelines. Late or missing work impacts grades significantly.
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
This 3-sentence summary provides an overview of the English 101 course syllabus:
The syllabus outlines the goals, assignments, policies, and schedule for an introductory college writing course, which will explore identity, writing as technology, and include weekly writing assignments, larger projects, and using student blogs to share work with classmates. Students will develop their writing skills through reflections, essays, and revising work based on peer and instructor feedback to earn a final grade determined by assignments, responses, and participation.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main goals of the course are to develop skills in reading analysis, essay writing, and developing a personal writing style. Students will complete four formal papers, online posts, and workshops. The class meets twice a week in person and requires additional online work. Grades are based on essays, online posts, participation, and workshops. The document outlines policies on attendance, late work, and academic integrity.
This document outlines the assignments for an English writing course, including three essays, two exams, and weekly discussion posts. Essay 1 involves analyzing a poem using New Criticism strategies. Essay 2 requires responding to a short story. Essay 3 entails analyzing aspects of a novella/novel using an extrinsic theory. The midterm and final exams contain identification and essay questions covering course material. Weekly discussion posts are homework worth 100 points total. Participation, quizzes, and workshops are also worth 100 points.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Over the semester, students will complete various writing assignments across genres, including a white paper, imitative essay, and open letter. They will also submit a final portfolio including a revised project and reflective statement. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres using an appropriate style.
This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. The syllabus outlines course goals, policies, requirements, grading, and expectations for student conduct.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Throughout the semester, students will complete assignments leading to four major projects involving different genres. A final portfolio will include a revised project and reflective statement. Students will be evaluated on draft workshops, homework, quizzes, projects, and the final portfolio. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres.
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
This document outlines the weekly schedule and assignments for an online writing course over six weeks. It includes in-class and online activities as well as homework assignments. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students read and analyze sample essays, complete writing exercises, give peer feedback on drafts, and revise their work based on feedback. The schedule provides detailed instructions for each week's lessons, readings, discussion topics, writing assignments, and deadlines to help students learn writing skills and complete the four essays.
This document provides an overview of the weekly class schedule and assignments for a writing course. It includes the following key details:
- The course is divided into 5 weeks, with 3-4 classes each week including both in-class and online sessions.
- Each week focuses on a different essay assignment: Week 1 is on argument essays, Week 2 is narratives, Week 3 is concept essays, Week 4 is problem/solution essays.
- In-class activities include discussions, lectures, writing exercises and workshops. Homework includes reading assignments, online discussion posts, drafting essays and revising based on feedback.
- Students are expected to purchase and read the assigned textbook ("The Saint Martin's Guide to Writing
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This document is a syllabus for an English 102 college writing course taught in the fall of 2019. It outlines the course description, learning outcomes, assignments, grading criteria, and expectations. The major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement. Students will complete regular scaffolding assignments and peer reviews to help develop the major projects. The course aims to improve skills in persuasive and expository writing that can be applied in other college courses and careers.
This document provides an overview of the English 102 course, including the course description, goals, requirements, and policies. The main points are:
The course will focus on thinking and writing about trends in a rapidly changing world. Students will analyze moments of change, evaluate the current world, and develop strategies to position themselves in future fields or jobs.
By the end of the course, students should be able to write persuasive essays, conduct research, and give/receive peer feedback. The major assignments are a personal essay, annotated bibliography, research essay, video podcast, envisioning the future essay, and reflection. Students will receive a letter grade based on completing 6 writing assignments worth 1000 total points. The course policies address
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
This document provides information about an English 102 college writing course. The course will focus on thinking and writing about trends in a rapidly changing world. Students will reflect on moments of change, evaluate the current world, and develop strategies to predict future trends and position themselves competitively in emerging fields. The course goals are to improve skills in persuasive and expository writing. By the end of the course, students should be able to accurately assess audiences, present clear and supported ideas, conduct research, and give/receive feedback. The course requires 6 writing assignments and students will be graded on a 1000 point scale.
This document outlines the syllabus for an English course on conformity and rebellion taught by Matthew Nelson. The course will use texts like novels, comics, and films to explore these concepts. Students will complete informal reading responses, five essays including analyses and a research paper, and workshops providing feedback on peers' writing. Class discussions aim to improve academic writing skills. Participation, attendance, and submitting drafts are required. Respect, thoughtful feedback, and revision are emphasized.
This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides information about an English 2 course, including the course description, goals, requirements, grading, policies, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing literature and arguments. Students will write 5 formal papers totaling around 6,000 words to be evaluated. Grades are based on essays, in-class writing, website posts, tests, and participation. The course uses an online platform and requires establishing a username to complete homework assignments. Various policies outline expectations for attendance, late work, and academic integrity.
This course focuses on unconventional non-fiction writing through the lens of the lyric essay. Students will read one challenging text per week from genres like graphic memoir, poetry, and unconventional essays. The goal is to effectively communicate information while creating an emotional impact. Students will write six essays over the course of the semester, three of which will be revised. Essays will explore close reading, imitation, and applying composition skills. The course aims to engage students in writing as creative critical inquiry, compose essays that engage with other views, and write with precision while being aware of conventions.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include personal narratives, annotated bibliographies, research essays, and op-eds. The syllabus outlines learning outcomes, assignments, policies, and grading criteria.
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Syllabus engl293 fa18
1. University of Idaho C.J. Hill – FA ‘18
Page 1 of 9
ENGL 293: BEGINNING NONFICTION WRITING
FALL 2018 SYLLABUS
MWF 2:30-3:20 pm | TLC 244
INSTRUCTOR: Caitlin Hill
EMAIL: cjhill@uidaho.edu
OFFICE: Brink 102
OFFICE HOURS: T/W/Th 1-2 pm and by appointment
COURSE INTRODUCTION AND LEARNING OUTCOMES
It’s easy to feel a bit miffed when it comes to the term “creative nonfiction.” Essentially, the recognized
definitions of the two words contradict each other; how can we possibly merge imagination with fact?
When it comes to understanding the genre, often we do so by first determining what it’s not. It’s not
constructed out of lines and it doesn’t rhyme, it isn’t based on make believe or fantasy. But what we come
to learn through this negation process is that creative nonfiction does implement many of the same
elements used to write poetry and fiction—which is exactly where the creative comes in.
Creative nonfiction is never bland old, straight cut factual writing. Creative nonfiction has a knack for
taking conventions from other genres and using them in recording, exploring, and hypothesizing the truth,
including scene creation, character development, and lyricism among a number of others. Perhaps some
alternative definitions of creative nonfiction: it is the truth, crafted. It is the truth, told at a slant. It is the
stories we tell ourselves.
English 293 is an introductory course designed to familiarize you with the craft of creative nonfiction. This
course is as much a reading-intensive course as it is a creative writing course, in which you will learn the
skills to become a more rigorous and perceptive reader and use the texts we read as a springboard for your
own writing.
By the end of the course, you should be well practiced at doing the following:
• Detecting the elements of craft commonly used in nonfiction including, but not limited to,
character, setting, research, voice, and scene development
• Differentiating between a variety of subgenres within creative nonfiction and critically reading each
according to the conventions of its subgenre
• Applying specific nonfiction techniques from assigned readings to your own writing
• Revising your work in an attempt to truly “re-see” the focus and theme of your writing
• Accurately proofreading your own work in order to produce writing that maintains the conventions
of published English
• Giving constructive feedback to peers
Additionally, we will work as a class to identify learning outcomes that you would like to achieve as
individuals and a collective.
MATERIAL REQUIRMENTS
• Sondra Perl & Mimi Schwartz, Writing True: The Craft and Art of Creative Nonfiction, Second
Edition. Cengage Learning. ISBN: 0618370757
• Bredna Miller & Suzanne Paola, Tell it Slant: Writing and Shaping Creative Nonfiction, McGraw-
Hill. ISBN: 0071781773 (Provided FOR FREE as a PDF link on our BbLearn site)
2. University of Idaho C.J. Hill – FA ‘18
Page 2 of 9
• Supplemental essay/memoir readings provided in BBlearn
• A writer’s journal or notebook dedicated entirely to this course to be handed in periodically
COURSEWORK REQUIREMENTS
Over the course of the semester, you will be writing a series of short exercises and essays. During the final
third of the class, you will draft a full-length essay which we will workshop. You will use feedback from the
workshop process to revise and polish this essay as the final requirement for this course.
Short Exercises (300 points total):
Daily Journals (50 points)
250-word responses to in-class writing prompts given daily. These will be graded at midterm and
the final week of class.
Exercise #1: On an Object (25 points)
250-500 word assignment. The prompt will be provided in class.
Exercise #2: On a Place (25 points)
250-500 word assignment. The prompt will be provided in class.
Exercise #3: On a Person (25 points)
250-500 word assignment. The prompt will be provided in class.
Exercise #4: On an Activity, Idea, or Event (25 points)
250-500 word assignment. The prompt will be provided in class.
Short Essay #1: Combine Two (50 points)
A three-page essay in which you combine two of the subjects of the previous exercises.
Short Essay #2: Combine the Other Two (50 points)
A three-page essay in which you combine the remaining two subjects of the previous exercises.
Short Essay #3: Craft Analysis (50 points)
A three-page essay in which you analyze a craft element or technique used in a piece of published,
literary, creative nonfiction writing. This essay is a requirement for the fulfillment of ENGL 293
and failure to turn it in will result in a final grade of F.
Long Workshop Essay (400 points total):
Long Workshop Essay Rough Draft (100 points)
A ten to twelve-page fully developed essay. You should be pondering this essay through the
entirety of this course and discussing potential topics, themes, and focuses with me during office
hours.
Long Workshop Essay Conference and Revision/Analysis Cover Letter (100 points)
After your essay is workshopped, you will be expected to conference with me to discuss revision
plans and strategies based on your feedback. From this conversation and others, write a one to two-
page cover letter for the final draft of your essay that discusses the process of your writing and
revision that focuses heavily on the scope of craft.
3. University of Idaho C.J. Hill – FA ‘18
Page 3 of 9
Long Workshop Essay Final Draft (100 points)
A ten to twelve-page fully developed and polished essay that reflects a keen awareness of and care
for the revision process. This essay is a requirement for the fulfillment of ENGL 293 and failure to
turn it in will result in a final grade of F.
Workshop Critique Letters (100 points)
For each piece workshopped, type a one-page, single-spaced letter to the writer that responds with
positive feedback and questions/suggestions for revisions for the final draft. While informal in
tone, these letters should draw upon your understanding of craft readings and analysis and exhibit
your increased understand of genre elements as well as your readerly observations. Bring two
hardcopies of the letter to class for each workshop—one for the writer and one to be submitted to
me.
Participation (100 points total):
Regular Course Attendance and Participation (80 points)
You will receive a holistic participation grade at midterm and finals week based on your
engagement, preparedness, attendance, contributions, and adherence to our classroom
commitments over the course of the semester. This includes collaborative discussion of ideas and
observations, engagement, and productive workshop contribution.
Attending Two UI English Department Events (20 points)
To earn 20 of the course’s collective 100 participation points, you must attend two events
sponsored by the UI English Department. This includes readings both on campus and downtown
as well as craft talks given by visiting writers. I will post a schedule of these events on BbLearn so
you can plan when you will complete this assignment. To earn these points, you must hand in to
me a hardcopy, typed, one-page response of each event you attend detailing what took place and
what your take-aways are.
GRADE SCALE
The above assignments add up to a total 800 possible points. Your grade is calculated according to the
following scale. A running total will be viewable on the course’s BbLearn site as assignments are graded.
A: 720-800
B: 640-719
C: 560-639
D: 480-559
F: 0-479
COURSE POLICIES
Late Work Policy
The due dates for all readings and drafts are posted on course schedule attached to this syllabus, as well as
this course’s BbLearn site. I will not accept late work past three days beyond the due date (typically the
Monday following) and any late work is subjected to a 10% deduction per day late. Please be aware that
course materials and deadlines posted on the syllabus schedule are subject to change. You should check
the BbLearn site and your University of Idaho email account at least once a day to stay properly updated,
in addition to paying keen attention in class.
4. University of Idaho C.J. Hill – FA ‘18
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Attendance Policy
Attendance in English 293 is mandatory. After the allowed three unexcused absences have been reached,
additional absences will begin to be reflected in your grade in the form of a ten point deduction on your
participation grade per day absent. An excused absence is an official note specifying the days and reasons
you were required to miss class. Excused absences must be in writing from an official such as a doctor or a
university instructor or administrator (in the event of athletic events or field trips). You are responsible for
making up work you miss due to absences.
Course Etiquette Policy
Upon entering the English 293 classroom, students are entering into a contract that comes with nonfiction
writing. The writing created and shared in this class is personal by nature, and this fact has the potential to
stir up strong feelings, memories, and opinions.
Over the course of the semester, we will encounter complicated and challenging topics, including but not
limited to issues of race, class, gender, sexuality, faith, mental health, power and authority, violence, and
trauma. It will be important that we speak to each other with care, that we avoid statements that are
dismissive of others or that deny the humanity of individuals or groups. It will be our collective
responsibility to maintain the integrity and respectfulness of our discussions.
Our class will therefore be guided by the following commitments:
• Confidentiality. We want to create an atmosphere for open, honest exchange. BY
AGREEING TO PARTICIPATE IN THIS CLASS, YOU ARE AGREEING
NOT TO SHARE THE CONTENT OF YOUR PEERS’ PERSONAL WRITING
OUTSIDE OF THIS CLASSROOM. PERIOD.
• Our primary commitment is to learn from each other. We will listen to each other, not talk at each
other. We acknowledge differences amongst us in backgrounds, skills, interests, and values.
• We will not demean, devalue, or “put down” people for their experiences, lack of experiences, or
difference in interpretation of those experiences.
• We will trust that people are always doing the best they can.
• Challenge the idea and not the person. If we wish to challenge something that has been said, we
will challenge the idea or the practice referred to, not the individual sharing this idea or practice.
• Speak your discomfort. If something is bothering you, please share this with the group. Often our
emotional reactions to this process offer the most valuable learning opportunities.
• Recognize personal responsibility. Be aware of how much space you are taking up and avoid taking
up much more space than others. Also, be willing to speak up when others are dominating the
conversation. The more voices, the better.
Additionally, please be advised of the university’s civility clause and of your rights as a UI student:
University of Idaho Classroom Learning Civility Clause
In any environment in which people gather to learn, it is essential that all members feel as
free and safe as possible in their participation. To this end, it is expected that everyone in
this course will be treated with mutual respect and civility, with an understanding that all of
us (students, instructors, professors, guests, and teaching assistants) will be respectful and
civil to one another in discussion, in action, in teaching, and in learning.
Should you feel our classroom interactions do not reflect an environment of civility and
respect, you are encouraged to meet with your instructor during office hours to discuss
5. University of Idaho C.J. Hill – FA ‘18
Page 5 of 9
your concern. Additional resources for expression of concern or requesting support
include the Dean of Students office and staff (208-885-6757), the UI Counseling & Testing
Center’s confidential services (208-885-6716), or the UI Office of Human Rights, Access,
& Inclusion (208-885-4285).
Sharing Policy
Sharing written work and responding with thoughtful, productive feedback is a required aspect of this
class. My expectation is that you come to class prepared to share what you have written. This does NOT
mean that I will ever force you to read everything you write in class. If a piece of writing ventures into
sensitive territory, you are welcome to pass when asked to share. When it comes to assignment
submissions, however, please remember: your instructor and your peers will be reading and/or hearing the
content of your piece, responding to elements of craft, and engaging with your work. If you have material
you wish to write about, but do not feel comfortable sharing in class, feel free to come talk to me during
office hours for more private conversation.
Technology Policy
All cell phones must put away during class time. Unless you have been given explicit permission to use
your laptop in class, all laptops should be shut and stowed. Even if you aren’t called out in class for using
this technology, inappropriate use will be reflected in your participation points.
Email Etiquette Policy
I welcome your emails and questions. When you do contact me, however, please treat it as a professional
correspondence. Your message should have a greeting, be written in complete sentences, and signed with
your name and section number at the bottom. Generally, you can expect a timely response during regular
business hours (Monday-Friday, 8-5 PM).
Plagiarism Policy
Plagiarism—using someone else’s ideas or words as yours own without proper attribution—is a serious
matter. Also, turning in work you have previously completed for another course—either an entire paper or
significant portions of it—can also be considered an unethical use of your own work and can be considered
a form of plagiarism worthy of reporting as an instance of academic dishonesty.
If evidence of plagiarism is found in student work in English 293, the instructor is empowered by
Regulation 0-2 of the general catalog to assign a grade of F for the course, a penalty that may be imposed
in particularly serious cases. In most cases of plagiarism, the instructor will also make a complaint to the
Dean of Students Office, which is responsible for enforcing the regulations in the Student Code of
Conduct. So in addition to the academic penalty of receiving an F in the course, you may also be subject to
other disciplinary penalties, which can include suspension of expulsion.
ACCOMODATIONS
Reasonable accommodations are available for students who have documented temporary or permanent
disabilities. All accommodations must be approved through the Center for Disability Access and
Resources located in the Bruce M. Pitman Center, Suite 127 in order to notify your instructor(s) as soon
as possible regarding accommodation(s) needed for the course.
Phone: 208-885‐6307 | Email: dss@uidaho.edu | Website: access.uidaho.edu
FALL 2018 ENGL 293 TENTATIVE COURSE SCHEDULE:
6. University of Idaho C.J. Hill – FA ‘18
Page 6 of 9
MONDAY WEDNESDAY FRIDAY
Week 1
Aug. 20-24
Friday, August
21st
: Last day to
drop the
course without
a grade of W.
INTRO TO CNF→
Introduction to the course
schedule, syllabus, policies,
and one another
Reading Due:
Miller & Paola Tell it Slant
“Introduction”
(Un)defining Creative
Nonfiction & the art of
observation
Reading Due:
WT: “Why Creative Nonfiction?” &
“The Power of the Notebook”
Didion “On Keeping a Notebook”
Gutkind “The Five ‘R’s of Creative
Nonfiction”
The ethics of writing what
really happened
Reading Due:
WT: “The Ethics of Creative
Nonfiction”
TIS: Ch. 8
Clark “The Line Between Fact
and Fiction”
Sullivan “Feet in Smoke”
Week 2
Aug. 27-31
Monday,
August 27th
:
Last day to add
the course
WITH a late
fee.
INTRO TO CNF→
The various forms, shapes,
and breeds
Reading Due:
WT: “Taking Shape”
TIS: Ch. 9-11
Moore “Son of Mr. Green Jeans”
Nelson “Bluets”
Writing CNF: Where to start
Reading Due:
WT: “Ten Ways to Draft” “Finding
Voice” (including 20 ways…) &
Stafford “The Writer as Professional
Eavesdropper”
Bascom “Picturing the Personal
Essay”
TIS: Ch. 12-13
OBJECT
Reading Due:
WT: McClanahan “Book Marks”
Selzer “The Knife”
Olsen “The Love of Maps”
Week 3
Sept. 3-7
NO CLASS:
LABOR DAY
OBJECT→
Reading Due:
Sugar “The Baby Bird”
Shonagan The Pillow Book
Chesterton “A Piece of Chalk”
Writing Due:
Exercise #1: On an Object
Reading Due:
Biss “Time and Distance
Overcome”
Week 4
Sept. 10-14
PLACE→
Reading Due:
TIS: Ch. 3
WT: White “Once More to the
Lake”
Biss “No-Man’s-Land”
Readings Due:
WT: Iyer “Chapels,” Huang
“Southern Hospitality,” & Legler
“Moments of Being”
Writing Due:
Exercise #2: On a Place
Reading Due:
WT: Chaves “Independence Day”
Kinkaid “A Small Place”
7. University of Idaho C.J. Hill – FA ‘18
Page 7 of 9
Week 5
Sept. 17-21
Early Warning
Grades Due on
Tues. Sept. 18
PERSON→
Reading Due:
TIS: Ch.2
WT: Sanders “Under the
Influence”
Baldwin “Notes of a Native Son”
Reading Due:
Monticello “Playing the Odds”
Sullivan “Michael”
Mann “Thomas”
Writing Due:
Exercise #3: On a Person
Reading Due:
Bogart “So Much for Family
Values”
Marquart “Hochzeit”
Week 6
Sept. 24-28
ACTIVITY, IDEA,
EVENT→
Readings Due:
TIS: Ch. 5-7
WT: Levy “Mastering the Art of
French Cooking”
Sedaris “Journey Into Night”
Wallace “9/11, as Seen From the
Midwest”
Readings Due:
WT: Doyle “Being Brians,” Tayebi
“Warring Memories,” & Walker
“Before Grief”
Hugues “Salvation”
Writing Due:
Exercise #4: On an Activity, Idea,
or Event
Reading Due:
WT: Clendinen “The Good Short
Life” & Simic “Dinner at Uncle
Boris’s”
Week 7
Oct. 1-5
TWO THINGS→
Readings Due:
Gornick “The Situation and the
Story”
Callahan “Chimera”
Johnson “The Math of Marriage”
Readings Due:
Beard “The Fourth State of Matter”
Strayed “Heroin/e”
Wallace “Consider the Lobster”
Writing Due:
Short Essay #1: Combine Two
Reading Due:
Deming “Science and Poetry”
Week 8
Oct. 8-12
THE OTHER TWO
THINGS→
Midterm Journal
Submission
Readings Due:
Moore “The Personal (Not
Private) Essay”
WT: Martin “Never Thirteen”
Didion “Goodbye to All That”
Readings Due:
Wallace “Tennis, Trigonometry,
Tornadoes”
Hoffert “The Culinary Lessons of a
Person Without Needs”
Writing Due:
Short Essay #2: Combine the
Other Two
Reading Due:
Jamison “The Empathy Exams”
8. University of Idaho C.J. Hill – FA ‘18
Page 8 of 9
Week 9
Oct. 15-19
Midterm
Grades Due on
Monday Oct.
15
CRAFT ANALYSIS→
Making sense of what we do
Readings Due:
WT: Knopp “‘Pherhapsing’…”
Moore “A Closer Look: ‘Leisure’”
Readings Due:
Biss “It Is What It Is”
Writing Due:
Short Essay #3: Craft Analysis
Reading Due:
Lopate excerpts from The Art of
the Personal Essay introduction
Week 10
Oct. 22-26
Friday,
October 26th
:
Last day to
drop the
course with a
grade of W.
RESEARCH→
Meet in the library this week
Reading Due:
WT: “The Role of Research,”
“Exploring New Media,” &
Moore “Write What You Wish
You Knew”
Orlean “Meet the Shaggs”
Reading Due:
WT: Selzer “Four Appointments
with the Discus Thrower” & Kidder
“from Among Schoolchildren”
Reading Due:
May “Confessions of a Memoir
Thief”
Week 11
Oct. 29-Nov. 2 Writing Due:
Long Essay: First Draft
Reading Due:
TIS: Ch. 14
WT: “Workshopping a Draft”
WS 1, 2 WS 3, 4
Week 12
Nov. 5-9
WS 5, 6 WS 7, 8 WS 9, 10
Week 13
Nov. 12-16
WS 11, 12 WS 13, 14 WS 15, 16
Week 14
Nov. 19-23 Fall Recess →
Week 15
Nov. 26-30 Revision Conferences
No Class
→
Week 16
Dec. 3-7
REVISION→
Reading Due:
WT: “The Craft of Revision” &
Miller “A Lecture on Revision”
Moore “On Becoming an
Excellent Rewriter”
Final Journal Submission
Reading Due:
Noble “Before We’re Writers,
We’re Readers”
Last Class
Writing Due:
Long Essay: Final Draft
Week 17
Dec. 10-14 Finals Week
No Class
→