English 302-S27 (CRN 71458) – Advanced Composition
(Social Sciences)
Bull Run Hall - Room 252
Instructor:
Dr. Kuhta, Professor of English
Office: Robinson Hall,
Office Hour: Mondays, 6:20-7:20 – PWC Library
Conference Room
Telephone : (703) 257-6694 [Messages]
Email :
akuhta@gmu.edu
Hacker,Diana. A Writer’s Reference. 6th ed.
Boston : Bedford, 2007. [AWR]
[ISBN:0-312-45025-7]
Schlib, John, and John Clifford. Making Literature Matter: An
Anthology for Readers
and Writers, 3rd ed.
English 302 Goals and Expectations: Students will demonstrate the ability to…
apply
critical reading strategies: Students
in 302S will learn strategies for reading
academic social science-related research-based texts, both to comprehend
the information and to analyze and question the arguments or evidence. {Related assignments: readings that include texts published in academic, social science
journals; summaries and analyses of a text, individually or collaboratively; comparative analyses; annotated bibliography}
recognize
how knowledge is constructed in
their academic discipline and possible future workplaces: Students in 302S will be able to identify and articulate differences in how knowledge is constructed
in their academic discipline and how knowledge construction varies in
disciplines across the social sciences. { Related assignments
:discussion of features of academic argument, generally and in social science
writing; rhetorical
analysis of academic and professional texts ; comparative review of
journals in a social science field; interview with expert in the field.}
analyze
the rhetorical situations—audience,
purpose, and context—of texts produced in their academic disciplines and in
possible future workplaces: Students
in 302S will be able to identify and describe features of the genres commonly
used in academic social science writing. { Related assignments:
rhetorical analyses; interview
with an expert in the field.)
produce
writing that is appropriate for a range of rhetorical situations within their academic disciplines and possible future
workplaces: Students in English 302S should be able to apply the features of
arguments and analyses in the social sciences; practice adapting their writing
style and content to a non-academic, professional, or non-specialist audience.;
and consistently use a single citation format and style ( APA
and Chicago are most typical in the social sciences, but MLA is
p. 2
sometimes
recommended). { Related assignments: revision/transformation of a text into a text from a
different genre or for a different audience;
literature reviews; research projects, annotated bibliographies; on-site interviews ;
proposal; resume; reports;
presentations; and informational brochures.}
use
writing as a flexible tool for
exploration, discovery, and reflection as well as for exposition and persuasion
and successfully employ strategies for writing as a
recursive process of inventing,
investigating, shaping, drafting, revising, and editing to meet a range of
academic and professional expectations including, when given appropriate time
for drafting and editing, the ability to produce documents in Standard Edited
American English that are generally free from error. 302S students are expected
to complete formal assignments that demonstrate argumentative writing and
expository/descriptive writing. 302S students are expected to participate in a
multi-draft writing process; participate in peer review sessions; and have time
for and instruction in proofreading and editing to meet audience expectations.
{ Related assignments : brainstorming/discovery writing; online discussion boards ; exploratory
drafts ; reading responses; peer review sessions; revision and editing exercises.}
collaborate
with others as they write, through peer
review, group projects, and/or consulting with outside experts (writing center
tutors, librarians, subject-matter experts, workplace informants, etc.)
{Related assignments: collaborative short report; collaborative presentation.}
identify,
evaluate, and use research sources: Students
in 302S should learn to conduct research into an issue or problem in order to
synthesize previous studies and present original conclusions to either academic
or non-academic audiences. { Related
assignments: information-needs evaluation ; research location
exercises; literature
review; annotated bibliographies; research project. }
employ
a range of appropriate technologies to
support their researching, reading, writing, and thinking, with particular
attention to the ways that advanced students and professionals locate, analyze,
organize, and share information: Students in English 302S should increase their
facility in using communication technologies relevant to their fields: for
gathering information, for discussion or analysis of texts/issues, for the
planning and revision of projects, for presenting and disseminating
information, and/or for reflecting on their communication processes.{ Related assignments: discuss electronic communication genres in
academic/professional contexts; discussions or collaborative authoring using synchronous or asynchronous online
communication; analysis and design of graphs or charts ; analysis and design of
visually effective texts; presentation in an oral format, using visual aids.}
Course
Requirements/Grading Policy: Students
must attain a grade of “C” or better to fulfill degree requirements. Letter
grades will be used for all assignments. See current GMU Catalog for
grade point equivalencies (A= 4.0, etc.). The following assignments will be
averaged to arrive at a final grade:
Introduction
Essay - 5 %
Resume - 5
%
Class
Demographics Presentation/Power Point - 10 %
Professional
Associations Report - 5%
Journal
Articles Analysis Report - 5%
p.3
Interview
Report - 10%
Revision, Grammar, Mechanics, Punctuation Exercises - 5%
Collaborative Selection and Presentation of a Speaker - 10%
Current Issue in the Field Research Project - 20%
A. proposal
B. annotated bibliography
C. draft
[w/peer review]
D. final draft
Final Exam OR Attendance and Response to a Fall
for the Book Festival activity - 5%
Appropriate offices
in support of the goals of the course include Career Services, the University Writing Center, the Counseling Center, the Disability Resource Center, and the English Language Institute.
Prerequisites: In order to
take ENGL302, students must meet the following prerequisites:
Students must earn a grade of “C”
or better to fulfill degree requirements.
Policy on Late
Assignments: A schedule is provided of all assignment due
dates. NO late work is accepted unless student and professor have agreed upon an extension
PRIOR to the due date. Emergencies will
require follow-up documentation. Being absent from class on the night an assignment
is due does NOT grant the student an extension.
Policy on Attendance : English 302-S17 meets Wednesday evenings,
Policy on Plagiarism: Please review the GMU English Department’s Statement
on Plagiarism at http://english.gmu.edu/plagiarism/php .All suspected infractions will be submitted
to the Honor Committee.
Policy on Behalf of
Students with Disabilities: Students with documented
disabilities are legally entitled to certain accommodations in the classroom.
Students requesting such accommodation must present faculty with a contact
sheet from the Disability Resource
Center (703-993-2474). This contact sheet is issued after a process of
evaluation that determines the appropriate accommodations for the student.
Referral protects this process from abuse, puts students in contact with a
support system, and assures that they will receive appropriate accommodations.
Important
Dates: 9/11 - Last
day to drop w/no tuition penalty; Last day to add classes - 9/11; Last day to drop - 9/28; Elective Withdrawal
Period (See p. 5 in 2007 Fall Schedule of Classes).
[Subject
to change.]
Wednesday, 8/29 Overview of course requirements and policies. Writing Sample. Assumptions.
H/W – 1) WebCT Discussion Board Posting - Introduction essay (approx. 500 words). In this
first writing, introduce yourself to the professor and the class. Include the following information: 1) your age,
2) gender, 3) country of origin (where you were born), 4) major, and 5) career
plans. Use first person point of view; revise and edit your writing before you
post it on the Discussion Board no later than
Wednesday, 9/5. This is your first graded assignment. Part of your grade
will reflect your ability to be concise; stay within the 500 words range.
Format your essay following MLA first page format. Follow first page format
sample on p.408 in A Writer's Reference.[Be sure to provide all requested information; it will be
used by your classmates to complete a report on class demographics.]
Due:
Introduction Essay - Posted on WebCT
Discussion Board in appropriate folder by
In-class writing and discussion. Directions/samples for Demographics
Report - Power Point or Brochure.
Cohort assignments. Handout
– Questions for
Speakers.
H/W – Complete Demographics
Report, following directions and samples distributed in class.
Access http://www.dcd.uscourts.gov/juryhandbook.html and read the Handbook
for Trial
Jurors Serving in the
in class.
Read Scott Russell Sanders’ “Doing Time in
the Thirteenth Chair,” pp.1130-1143,
in MLM.
Due : Demographics Report - Power Point or
Brochure. In-class sharing of Demographics Reports.
In-class
Reading Response/discussion
of Handbook for Jurors and “Doing Time…..
Discussion of Current Issue in the Field Research Project. Cohort
brainstorming.
Speaker__________________.
H/W – Professional Associations Report - Using http://english.gmu.edu/composition/faculty/resources_social.php
or other Internet or print sources, locate information on three, non-profit
(.org not .com) professional associations related to your major. For each
association, type the following information:
B. member benefits
D. membership dues
Sample will be posted on WebCT
Read Joyce Carol Oates’ “I, the Juror,” pp.1144-1153, in MLM.
Bring your current resume to the next class.
If you do not have a resume, refer
to the GMU Career Services publication
Moving On: a Guide
for Career Planning and Job Search and sample
p.5
resumes on http://careers.gmu.edu
. Access templates available on Microsoft Word. Compose
your resume.
Due:
Professional
Associations Report.
Due:
Resume.
Peer Review of Resumes.
In-class-sharing and discussion of professional associations.
In-class
Response Writing on Oates’ essay. Discussion.
Cohort Meeting.
Speaker ________________.
H/W – View either the film Runaway
Jury (2003, director Gary Fleder) OR Twelve Angry Men
(1957; director
Sidney Lumet).
Revise and edit resume.
Post final draft of resume in WebCT Discussion Board folder by
Wednesday, 9/26.
Wednesday, 9/26 - NO CLASS
MEETING (Please attend a Fall for the Book Festival activity this
week.)
Due: Final
draft of resume posted in WebCT Discussion Board
folder by 7:00p.m.
Wednesday, 10/3
In-class writing - Reading
Response - comparative analyses - Runaway Jury or Twelve Angry Men and Sanders' and Oates'
essays.
H/W: 1)Grammar, Mechanics
and Punctuation Exercise.
2)Analysis of Journal Articles in Social Science
Fields. Instructions:
Locate and read three articles (minimum one-page each) from professional journals published by associations in
your major. For each article, write a 1-2 paragraph summary of the key points,
a 1-2 paragraph rhetorical analysis of the article, AND a bibliographic
citation, following MLA or APA guidelines. BRING paper copies of the journal articles
and your three analyses to the next class.
Due: Grammar, Mechanics and Punctuation Exercise.
Due:
Analysis of Journal Articles.
In-class - sharing and discussion of journal articles.
Speaker ___________________________invited
by Cohort # ____.
Response to speaker's presentation.
Fall for
the Book presentations.
H/W - Following the instructions posted
on the English 302 WebCT Home page, complete the “Current Issue in the Field Research Project Proposal.”
p.6
Wednesday, 10/17
Due: Current Issue in the Field Research Project Proposal.
In-class discussion of proposals.
Speaker ____________________invited
by Cohort #____.
Response
to speaker's presentation.
Review of APA & MLA documentation
guidelines.
Wednesday, 10/24
Due: Working Annotated Bibliography
for Current Issue in
the Field Research Project.
In-class sharing/review of bibliographies.
Collaborative
sentence combining/revision exercise in cohorts.
Speaker ____________________invited by Cohort #____.
H/W -
Read "When Disaster Strikes: Cultural Contexts for a Story," and
"The Management of Grief," pp. 1502-1516.
Complete
Reading Response, posted on WebCT. Email as a Word
doc. attachment via WebCT by
Wednesday,
10/31 - NO CLASS MEETING.
Due: Reading
Response posted on WebCT. Email as a Word doc. attachment via WebCT by 10:00p.m.
H/W - Read "from The Sorrow and the Terror: The Haunting Legacy of the Air
Select
and contact interviewee; arrange interview date and time.
Wednesday, 11/7
Introduction
to Interview Report (due 11/28).
Discussion
of "from The Sorrow and the Terror: The Haunting Legacy
of the Air
Grammar, Mechanics and Punctuation Exercise.
Speaker ____________________invited by Cohort #____.
H/W – Select and contact interviewee; arrange interview date and time.
Wednesday, 11/14
Due:
Information on interviewee- name, affiliation, planned date of interview.]
In-class writing - Comparative Analysis of Readings in "When Disaster Strikes: Cultural
Contexts for a Story."
H/W - Complete Interview Report. Type draft of Current
Issue in the Field Research Project. Follow directions and sample on WebCT
Home page.
p.7
Wednesday, 11/28 - Last
Class Meeting
Due: Interview Report.
Due: Typed draft of Current
Issue in the Field Research Project.
Sharing and discussion.
Revision and editing workshop.
Course evaluations.
H/W - Compose
final draft of Current Issue in the Field Research Project. Follow directions and sample on WebCT Home page.
Wednesday,
12/5 [No class meeting. Conferences, as scheduled.]
Due: Final
draft of Current Issue in the Field Research Project; post on WebCT
Discussion Board by 10:00p.m.
Wednesday,
12/12 [No class meeting.]
Due: Final
Exam (unless exempted for Fall for the
Book presentation); email as a Word
doc. attachment via WebCT by 10:00p.m.