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Conferences / Peer Review / Revisions / Presentation of Written Work |
Textbooks / Readings and Films / Writing / Presentations / Portfolios |
engage the process behind your "finished" writing in order to enhance its quality; consider interdisciplinary approaches to thinking, research, and writing; read and write with attention to audience and purpose; recognize and employ strategies of argumentation and organization that are most appropriate and effective considering a given document's audience and your purpose; recognize that rhetorical effectiveness often involves consideration of format conventions and use of visual and other media that support and enhance print text; in research, consult a wide range of primary and secondary sources; collaborate with others in research, writing, and revision; develop a comfortable, confident, flexible prose style; in response to peers' and others' writing, hone critical and editorial skills that will serve you in conceiving, writing, revising, and editing your own work; understand that knowledge in general and writing in particular, including student writing, are real, having value and consequences.
Carolyn Ross. Writing Nature: An Ecological Reader for Writers. St. Martin's Press, 1995. (See abbreviated, annotated Table of Contents.)
Lester Faigley. The Penguin Handbook. Longman Publishing, 2002.
ReadingsPlease complete readings and view films by the dates assigned -- the quality of your written work and of class discussions will depend upon your doing so.
Our primary text, Writing Nature, is both an anthology of writing within the course theme and a rhetoric -- or a text about writing. Other readings will be distributed in handout form. You are responsible for assigned readings in whatever form. All the films on our syllabus are held on reserve for students in this class in Green Library's Media Center on the basement level. The films are available for three hour intervals for you to check out and view on site.
Faigley's The Penguin Handbook will serve as a helpful reference source, guiding you through research, evaluation, and documentation of outside sources as well as effective implementation of visual and oral rhetorics. As a further resource for you in your research project, familiarity with portions of SKIL (Stanford's Key to Information Literacy: An Interactive Tutorial) will also be assigned.
Back to Top In choosing the writing assignments that I have this quarter, I have in mind certain learning objectives, but for the most part specific topics will be up to you. Determining your own topic is a crucial step in the writing process; if you are not actively involved at the point of topic selection, the chances for compelling research or a compelling piece of writing growing out of it seem pretty slim. Topics should arise from your interest and a sense of purpose -- from the questions you ask yourself, and out of your need or desire to know.
In addition to the three major writing projects described directly below, when you submit your writing portfolio to me at the end of the quarter, I will ask you to include a cover letter and several brief section introductions assessing your learning and progress as a researcher and writer in the class.
Contextual Analysis: The Leap-of-Faith Essay. This essay will provide practice in blending personal and analytical writing, drawing upon visual and written texts. Length of finished essay: 6-7 pages; part #1 due 9/30; part #2 due 10/2; part #3 due 10/4; complete draft due 10/14; peer review conferences on 10/15 and 10/17; revision due 10/23.
Documented Argument: The Research Paper. Researc h paper topics are open within our boad course theme. Finished paper will be approximately 12 pages, excluding footnote and bibliography pages. This is a documented argument, analysis, or interpretation, using at least 10 outside sources and incorporating 2 or more media beyond words on the page.
Increments of research project:
3 topic ideas due 10/16 Research proposal and Topic Form due 10/21 Library Workshop, 10/23 (meet at 11:00 in the lobby of Green Library; prior to the real thing, take the Green Library Virtual Tour and review Modules 1 and 2 of SKIL (Stanford's Key to Information Literacy: An Interactive Tutorial) Working annotated bibliography due 10/28 Research paper rough opening, closing, outline due 11/25 Research paper draft due 12/2 Revised research paper due with portfolio 12/10 (Wednesday of Exam Week) Rhetorical Analysis: This essay is built on your rhetorical analysis of two texts, written and/or visual. You will have a range of choices for the topic of your essay. As the subjects of your rhetorical analysis, choose among the painting of a current exhibit at the Cantor Museum on campus and/or readings or films by authors/filmmakers included in our syllabus. Length: 5 - 6 pages; draft due 11/11, revision due by 12/4.
Reflection/Self-Evaluation: Portfolio Cover Letter and Section Introductions. In the cover letter of your portfolio, you will asses your overall development as a researcher and writer during the quarter. In the four section introductions -- one for each of the three writing projects above and one for your presentation work (see below) -- you will reflect on your learning process within each project. Due with writing portfolio on 12/10.
Back to Top Everyone will give two presentations to the class during the quarter -- one a rhetorical analysis of a reading or film, the other on one compelling aspect of his or her research project. Plan to use PowerPoint slides or similar presentation software to enhance your presentation. Although students will deliver these presentations orally, instruction and critique will focus primarily on composition of effective materials in support of the presentation.
Rhetorical Analysis: Reading or Film Presentation. At some time during the quarter, each student will offer a brief presentation on one of the readings or films on our syllabus. We will determine presentation subjects and dates early in the quarter, by lottery. These presentations will serve to initiate, focus, and extend class discussion.
Reflection/Analysis: Research Project Presentation. Toward the end of the quarter, you will share an important aspect of your research project or your experience as a researcher/writer in this class.
Back to Top I will collect students' portfolios at the end of the quarter. In evaluating your work, I will use your portfolio to reference the full range of your performance and progress in each assignment and in the class as a whole.
Obviously, it is important that you save all work for the class in an organized sequence and special location (a three-hole binder works well) so that you can access it all easily at the end of the quarter.
Portfolios should include
Leap-of-Faith Essay, including parts/exercises, draft (with instructor's and peer's comments) and revision (with instructor's comments and narrative evaluation);
The Research Paper, including all increments: your three preliminary topic ideas; formal research proposal, with librarian's and instructor's (if applicable) comments; working annotated bibliography with assessment sheet; outline or very rough draft with comments (if applicable); complete research paper draft with peer reviewer's and instructor's comments; research paper revision
Rhetorical Practice/Analysis, including draft (with instructor's comments) and revision;
Presentations, including notes and slides; and
Portfolio Cover Letter and Introductions to each of the projects above.
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In "Writing Nature," technology will facilitate teaching and learning in many ways. As a matter of course, please have up-to-date copies of your work (including work-in-progress) accessible to you in class, available to ftp from your Leland space or stored on a floppy disk or CD. I will ask you to submit some of your writing in electronic as well as in print form. Virtually all assignments will contribute to an enhancement of technological literacy, asking that you integrate written texts and other media. I will ask everyone to submit at least one project to post on our class web site at the end of the quarter.
Our classroom: Wallenberg 123. Our classroom in Wallenberg Hall features cutting-edge technology that will facilitate class discussion, student collaboration, critique, research, community outreach, presentation, and multimedia work.
Room 123 Technology:
Flexible Furniture / 2 Wall Displays with computers running Microsoft Windows / Networked laptops running Microsoft Windows / Collaboration Stations with plasma screens / iSpace Software / SmartPanel / Video cameras and microphones
Our Class Web Site: I am committed to minimizing paper consumption in this class. You will find class materials posted on the class web site http://www.stanford.edu/~cbross/WritingNatureF03.html . These materials include the course syllabus, calendar of due dates, schedule of reading assignments, project assignment sheets, supplements to assignments, conference schedules, and links to a number of useful resources.
Email: We will be using email to communicate outside of class on a regular basis -- so make sure that you check your email regularly.
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There will be three scheduled conferences this quarter. The first is a peer review conference (to include you, me, and your peer review partner) in which we will discuss drafts of the Leap-of-Faith Essay. The second conference will be another peer review conference to discuss research paper drafts. The final conference will be an individual conference in which you and I will discuss the draft of your Rhetorical Practice/Rhetorical Analysis writings. Attendance at all scheduled conferences is required.
Rescheduling missed conferences is usually impossible, so make note of the time you sign up for, as well as the conference location, and show up on time please.
You are, of course, welcome to come see me at other times; if you can't make it during office hours, I will be more than happy to arrange an alternate time with you.
Back to Top Each student will give and receive a written and spoken peer review of the Leap-of-Faith Essay and the research paper at the draft stage. I will provide you with peer review guidelines.
Back to Top Having the opportunity to revise your work after feedback is crucial. Everyone will have the opportunity to revise the Leap-of-Faith Essay, the research paper and your Rhetorical Practice/Rhetorical Analysis pieces following peer and/or instructor review and discussion of drafts in conference.
Back to Top All written work (including drafts) submitted over the quarter, with the exception of peer reviews, must be typed. Finished essays must be titled, and all essays (including drafts) must be double-spaced with numbered pages.
Depending on the nature of the assignment, I may ask you to include a one-paragraph statement of audience and purpose with your essays.
Please try to print all work (including revisions) on recycled paper or on both sides of the page!
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CLASS, PWR, AND UNIVERSITY POLICIES
The PWR attendance policy is strict. It reads as follows:
Because PWR courses make use of writing activities, in-class workshops, and small group discussion, your consistent attendance is crucial to your success. If you must miss a class for religious holidays, medical reasons, or valid University-related activities, you must let your instructor know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with your instructor as soon as possible and arrange to make up the work missed. If you do not take responsibility for communicating with your instructor about absences, your instructor will contact you by phone or email and issue a warning about your standing in the course. Should you miss a second class, your work in the class will be seriously compromised, and a continued pattern of absences may jeopardize your enrollment in the class. The best policy, therefore, is to be in class, on time, every day!
The specific policy for this class is as follows. One unexcused absence is allowed. At the second unexcused absence, students will receive no credit for class participation. With three unexcused absences, students must drop or they will not pass the class. Please let me know of anticipated absences in advance.
Students who are late to class also put their grades at risk. If you are late to class 3 times, you will receive no credit for class participation.
Back to Top Unless you have received my permission at least 24 hours in advance of the due date, late work will be graded down, at the rate of one full grade per class meeting. After one week, I reserve the right not accept late work at all. You will not pass this class unless you submit each of the four major assignments.
Back to Top The PWR policy on plagiarism reads as follows:
PWR Policy: Students are responsible for living by the Honor Code and for maintaining honesty in scholarship. Work submitted for a course must be the student's own (or a group's work, if students have collaborated on an assignment). The use of someone else's words or ideas without acknowledgement and as your own contradicts PWR goals and principles. As such, PWR will take reasonable precautions to prevent it and all measures prescribed by the Stanford Judicial Affairs Office for remedy and redress.
Any written work submitted to PWR classes may be sent by the PWR instructor to one or more databases for the noncommercial purpose of checking the writer's use of sources. These databases check student writing against published works and other submitted student writing to ensure academic integrity, specifically that works and ideas have not been borrowed without appropriate citation.
You are expected to be familiar with and to abide by Stanford's Honor Code and Stanford's Fundamental Standard.
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In addition to (and more important than) assigning letter grades to individual assignments, I will provide written narrative evaluations of each of the major assignments at their revised stages. (You may further revise your earliest work in the quarter, if you wish and if there is time, for inclusion in your portfolio.) Narrative evaluations, along with conferences, should give you a pretty clear picture of how specifically you might improve your writing from project to project.
At the end of the quarter, I will assign a letter grade to your portfolio of writing for the entire quarter, and this will account for approximately 85% of your final grade. Beyond averaging grades on individual projects -- with the Leap-of-Faith essay accounting for about 30%, the Research Paper for about 40%, and the Rhetorical Practice/Analysis for about 30% of the portfolio grade -- in assigning both portfolio and final grades, I will also take into account your effort and engagement, the demonstrated development and improvement of your individual writing skills and style over the quarter, and your overall accomplishment relative to that of others in the class.
At the end of the quarter, I will also assign a letter grade for class participation (which includes class and conference attendance, in-class participation, and participation in conferences and peer reviews); class participation will account for 15% of your final grade.
Back to Top The PWR policy concerning grade disputes reads as follows:
If you have a complaint about this PWR course or wish to question a grade, please write a memo to the Director of PWR, Andrea Lunsford (lunsford@stanford.edu), and the Associate Director of PWR, Marvin Diogenes (marvind@stanford.edu), explaining the problems you are having with the course, the reasons for your dispute, and so on. You may arrange to meet with them to discuss your dispute. You may want, for example, to ask them to read an assignment again, reconsidering your work in light of points you have made about it. Many misunderstandings or problems can be worked out in such a meeting.
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RESOURCES ONLINE
Take advantage of the many resources available to you, in general and as Stanford and PWR students! Follow the link to some of the more pertinent ones.
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